Physical Education Teacher Motivation and Emotions: Extending Generalizability From an Expectancy-Value Perspective

This article examines how physical education (PE) teachers experience enjoyment, anger, and anxiety based upon the motivational beliefs of expectancy, value, and cost, according to the Expectancy-Value Theory. More specifically, the study aimed to develop motivational-emotional models for application in PE teaching and teacher education environments. Utilizing validated instruments to measure motivational levels and emotional states, this study included responses from 388 PE teachers from schools throughout the United States using convenience and snowball sampling methods. Confirmatory factor analysis was employed to verify construct validity and structural equation modeling was used to assess the predictive relationships between variables. The research utilized multi-group analysis to confirm whether the results were invariant when applied to different gender groups, teaching levels, and educational settings. All measured constructs demonstrated both reliability and validity. Cost beliefs emerged as the most consistent predictor of teacher emotions, positively associated with anger and anxiety and negatively associated with enjoyment. Expectancy and value beliefs did not significantly predict anger or anxiety, and their associations with enjoyment were marginal. Additional results indicated predictive invariance across all teacher groups and educational settings. Overall, cost beliefs play a dominant role in shaping PE teachers' emotional experiences, highlighting the importance of support in maintaining positive emotions and mitigating negative feelings. The findings provide essential knowledge for developing teacher education programs, professional development initiatives, and policy strategies that promote a motivated and emotionally strong PE teaching workforce.