Understanding Perspectives of Teachers who Engage in Regular Physical Activity and Implications on Teacher Wellbeing

Eftoda, Seleste

Understanding Perspectives of Teachers who Engage in Regular Physical Activity and Implications on Teacher Wellbeing

dc.contributor.advisor	Burns, Amy
dc.contributor.author	Eftoda, Seleste
dc.contributor.committeemember	Bohac-Clarke, Veronika
dc.contributor.committeemember	Harker Martin, Brittany
dc.date.accessioned	2023-09-27T14:51:08Z
dc.date.available	2023-09-27T14:51:08Z
dc.date.issued	2023-09-18
dc.description.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.
dc.identifier.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.
dc.identifier.uri	https://hdl.handle.net/1880/117164
dc.identifier.uri	https://doi.org/10.11575/PRISM/42006
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	teacher wellbeing
dc.subject	physical activity
dc.subject	holistic wellbeing
dc.subject.classification	Education--Administration
dc.subject.classification	Education--Health
dc.subject.classification	Mental Health
dc.subject.classification	Education--Physical
dc.subject.classification	Education--Teacher Training
dc.title	Understanding Perspectives of Teachers who Engage in Regular Physical Activity and Implications on Teacher Wellbeing
dc.type	doctoral thesis
thesis.degree.discipline	Education Graduate Program – Educational Research
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Education (EdD)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.