Understanding Perspectives of Teachers who Engage in Regular Physical Activity and Implications on Teacher Wellbeing
Date
2023-09-18
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Abstract
The purpose of this research was to develop an understanding of the perspectives of a group of teachers who engaged in regular physical activity and the subsequent impacts on their wellbeing. Specifically, the research design was a qualitative case study methodology. Teacher participants were asked to engage in semi structured interviews and participant journaling. Participants were asked to reflect deeply about their experiences engaging in physical activity. The researcher then examined school division documents related to teacher wellbeing to further understand the perspectives within the environment in which these teachers worked. Increased understanding of both external and internal factors related to physical activity and relating this to a holistic understanding of wellbeing including social-emotional, spiritual, mental, and physical will contribute to the literature surrounding teacher wellbeing. The results of this study may be used by governments, along with school divisions, to consider how they can support teachers in their quest for wellbeing. In addition, it is possible the results of this study may provide inspiration for current and future teachers to consider how engaging in physical activity may contribute to their wellbeing.
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teacher wellbeing, physical activity, holistic wellbeing
Citation
Eftoda, S. (2023). Understanding perspectives of teachers who engage in regular physical activity and implications on teacher wellbeing (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.