Perceived Workplace Experiences of Adapted Physical Educators and Physical Educators

Mattering in the community: Domain and demographic differences in a US sample

Mattering is defined as experiences of feeling valued and adding value in different domains of life: self, relationships, work, and community. Mattering is a construct with great relevance across psychological and social issues. Research has suggested there may be value in understanding group differences in mattering. Following the recent validation of a scale which measures mattering across multiple domains of life (MIDLS), the present study analyzed a representative US sample to identify demographic group differences in domain-specific mattering. Despite the presence of few differences in Overall Mattering, significant differences were found among all domains and between groups for each demographic variable. Overall, high incomes, advanced degrees, and employment were most consistently associated with higher mattering across domains. In addition, individuals across demographic groups and domains were more likely to report adding value than feeling valued. Age, gender, ethnicity, and marital status correlations were found in certain domains. These results demonstrate the value of a multidimensional conception of mattering and provide initial insight into demographic differences in mattering in a United States, English-speaking sample.

Adapted Physical Educators Navigating Relationships With School Administrators

School administrators represent key agents of socialization for teachers within their schools, including adapted physical educators who design and implement instruction for youth with disabilities, often across multiple school sites. The purpose of this study was to understand how adapted physical educators navigate and build relationships with administrators in the schools where they teach. Data were collected through semistructured interviews with 24 adapted physical educators from the U.S. state of California and analyzed using a multiphase approach. Analysis suggested both the importance of and challenges with building effective relationships with administrators. Themes included the following: (a) Administrators do not understand adapted physical education, which impacts programs and students; (b) the importance of relationship building in cultivating principal support; and (c) relationship development requires intentionality, but results in trust and motivation. Results are discussed using role socialization theory, and recommendations for the preparation of both adapted physical educators and school principals are discussed.