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Arvostus, yhteisöllisyys ja oppilaiden tukeminen ammatissa pitkään työskennelleiden liikunnanopettajien kokeman työhyvinvoinnin ytimessä

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Arvostus, yhteisöllisyys ja oppilaiden tukeminen ammatissa pitkään työskennelleiden liikunnanopettajien kokeman työhyvinvoinnin ytimessä

Decreasing working-age populations and increasing elderly populations have started a social debate on the necessity of prolonged careers. Older physical education (PE) teachers, in particular, meet challenges in their work which impede their ability to manage their workload. Therefore, it is important to bring to light the factors involved in work satisfaction among PE teachers with long careers. This study focuses on various aspects of how satisfied older PE teachers have succeeded in managing their workload. This investigation is aimed at discovering the features that have contributed to these teachers’ work satisfaction at different life stages. The study consists of interviews with six PE teachers older than age 55 years who regarded themselves as satisfied with their work. All had worked in PE for more than 30 years. The research method used in this study is qualitative thematic analysis. Theme interviews possess features of in-depth interviews. In this study, the themes that arose from earlier studies of the topic, such as professional growth, values, attitudes, motivation, professional identity, health, ability to function, and development of one’s competence, guided the selection of themes. The study results emphasise three significant features that contribute to the job satisfaction of these long-term PE teachers: respect, sense of community and the importance of supporting students. Respect shown by colleagues, students and the entire working community supports the wellbeing at work of PE teachers. Community is also an important factor in the workplace wellbeing of the individuals studied: PE teachers report that they become energised to do their own work by spending free time and sharing educational task with their colleagues. PE teachers take on the task of giving holistic support to their students’ growth, and when they succeed, their commitment to work grows stronger.

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