Work

Contract teaching as a liminal bridge: how pre-entry beliefs become commitment in PE teacher socialisation

Year: 2025

Type: article

Abstract: Introduction: High rates of teacher turnover continue to pose a significant challenge to the sustainability of physical education (PE) worldwide. This study explored how pre-entry and induction experiences influence preservice PE teachers' commitment to the profession, drawing on occupational socialisation theory. Methods: = 31). Quantitative data from self-report measures of Initial Socialised Beliefs (ISB), Contract Teaching Stint Experience (CTSE), and Commitment to Teach (CTT) were analysed using mediation models. Pre-entry experiences were measured using the Initial Socialised Beliefs (ISB) scale (10 items), induction experiences were captured using the CTS Experience (CTSE) scale (5 items), and Commitment to Teach (CTT) was assessed using a 5-item intention scale. Qualitative responses to open-ended items provided explanatory depth and triangulation. Results: ISB was positively associated with CTT, and CTSE partially mediated this relationship. Teachers who described supportive mentorship, progressive teaching responsibilities, and early classroom success reported higher commitment, whereas administrative overload and weak induction reduced motivation. Discussion: The findings suggest that structured, high-quality CTSE can transform positive pre-entry beliefs into a lasting professional commitment. Schools and training programmes can strengthen retention by fostering meaningful early-career support through mentor pairing, workload design, and opportunities for authentic teaching success. Conclusion: The transition from pre-entry to induction represents a pivotal phase in shaping the professional trajectories of PE teachers. Intentional design of school-based experiences-centred on mentorship, workload balance, and feedback-can strengthen teacher retention and sustain the quality of the PE workforce.

Source: Frontiers in Sports and Active Living

DOI: 10.3389/fspor.2025.1719826

Authors: Heng Yeow Yap, Harrie Desianto Hussien, Steven Kwang San Tan, Jernice Sing Yee Tan, Shern Meng Tan

Institutions: Nanyang Technological University, National Institute of Education

Language: English

Topic: Teacher Professional Development and Motivation

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,353