How One Exceptional Teacher Navigated Her Working Environment as the Teacher of a Marginal Subject

By K. Lux, B. McCullick. 2011

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Physical education teachers’ perceptions of perceived mattering and marginalization (2018, background): “Some teachers, though, articulated success with advocacy and relationships that increased the status or importance of PE in their school (Lux and McCullick 2011).”
Personal and contextual factors related to teachers’ experience with stress and burnout (2018, background): “Beyond feeling demoralised, interviewees who taught non-core subjects (e.g. art, music, physical education) discussed marginalisation, which stems from feeling as one’s if the discipline is comparatively less important to the mission the school (Lux & McCullick, 2011).”
Understanding the Realities of School Life: Recommendations for the Preparation of Physical Education Teachers (2013, background): “Since PE has traditionally been identified as a marginal subject (Lux & McCullick, 2011), this has particularly important implications for PE teachers.”
Understanding the perceived mattering of physical education teachers (2018, background): “Teachers must verbally advertise and advocate for what they do within PE, the value of the content, and its contribution to student performance on a regular basis in order to achieve legitimacy and derive a sense of mattering from their work (Lux & McCullick, 2011).”