Adapted Physical Education Teacher Job Satisfaction in a Large Urban School District

Authors

  • Ivan Reyes Acosta Los Angeles Unified School District
  • Melissa Bittner California State University, Long Beach
  • Amanda Young California State University, Long Beach
  • Barry Lavay California State University, Long Beach

DOI:

https://doi.org/10.18666/PALAESTRA-2025-V40-I2-13709

Keywords:

Adapted physical education, job satisfaction, teacher retention, working conditions, professional support

Abstract

Adapted physical education (APE) teachers play a vital role in ensuring equitable access to quality physical education for students with disabilities, yet many leave the profession due to low job satisfaction and limited support. The purpose of this investigation was to interview 12 early career and veteran adapted physical education teachers to explore how social agents, assigned roles and responsibilities, and working conditions influence APE teachers’ job satisfaction. Twelve interviewees participated in semi-structured Zoom interviews and were purposefully divided into early-career (≤3 years) and veteran (≥10 years) subgroups. The 40-minute interviews focused on the three aspects of job satisfaction outlined in the purpose statement.Thematic analysis was used to compare the results between early-career and veteran teachers, aiming to identify, organize, describe, and report recurring patterns that influence satisfaction in APE contexts. 

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Published

2026-06-22

Issue

Vol. 40 No. 2 (2026)

Section

Feature Articles

License

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