Early career challenges of physical education teachers

Introduction Early career physical education teachers face challenges similar to those of other novice teachers, in addition to field-specific difficulties. Their professional adjustment depends on the interaction between personal psychological and pedagogical resources and the workplace demands. Successfully navigating this process and ensuring adequate socio-institutional support are essential for career development and sustained professional practice. The aim of this study is to reveal the career challenges faced by physical education teachers in their first 5 years of the profession and to examine how these challenges are reflected in their professional adaptation processes. Methods This study, conducted using a qualitative research approach, employed a holistic single-case study design. Semi-structured interviews were conducted with 25 teachers (11 women, 14 men) selected through criterion sampling, and the data were analyzed using inductive content analysis. Results The findings are structured under three main themes: (1) Regional and Psychosocial Dynamics, (2) Physical Education Teacher Education (PETE) and Perceived Professional Competence, and (3) Stakeholder Relationships and Perceived Social Support. First, teachers’ accounts reveal pronounced adaptation difficulties tied to the climatic, transportation, and local cultural characteristics of their working environments. Second, participants highlighted significant operational hurdles in administrative tasks, classroom management, and student assessment, reporting that the theory-practice gap in undergraduate education created a perceived lack of readiness for pedagogical and sociocultural complexities. Third, a perceived lack of administrative support, some students’ view of the course as mere leisure, and some parents’ performance-driven attitudes were described as factors eroding the necessary social support systems. Discussion As a result, physical education teachers in the early stages of their careers undergo a professional adjustment process that involves complex and multilayered challenges at the intersection of structural, pedagogical, geographic, and sociocultural dynamics. By integrating these challenges into a single, holistic case study, this research expands upon previous studies on career entry and physical education—which typically examine these factors independently—and offers a comprehensive perspective on the interrelated challenges and adaptation processes experienced by physical education teachers in the context of Türkiye.