Research On The Chinese Version And Application Of Physical Education Marginalization And Isolation Scale(PE-MAIS)

The marginalization of PE teachers refers to the fact that PE is perceived as less important than other school subjects and is related to the interaction of PE teachers with other people in the school environment(e.g.leaders,colleagues,students,parents,etc.),mainly in terms of the lack of attention given to the subject of PE in schools,the unfair treatment of the subject and individual teachers,and interpersonal tensions between teachers.The sense of isolation among PE teachers is objectively influenced by the work environment and professional marginalization,the objective lack of interpersonal and social interactions;subjectively it refers to the lack of opportunities for intimate and sincere communication with others thus creating a feeling of loneliness.In recent years,under the guidance of national policy,the Party and the State have attached increasing importance to physical education.Society has created new expectations for addressing the marginalization of the physical education,giving more mission and responsibility to physical education teachers.Building a high-quality team of PE teachers,facing up to the true value of the PE,and raising the status of PE teachers are necessary.However,the current research on physical education teachers’ marginalization and isolation in China is only at the level of conceptual and causal research.Therefore,this paper introduces the English version of the Physical Education Marginalization and Isolation Scale(PE-MAIS),strictly follows the Brislin Chinese translation model to translate it,back-translate it and conduct cross-cultural adaptation,by the Chinese cultural background,revises the Chinese version of the PE-MAIS,tests its reliability and validity through a pre-survey,and then analyses in depth the marginalization and the current situation of physical education teachers’ marginalization and isolation and the differences between physical education teachers with different demographic characteristics were further analyzed through a formal survey.The relationship between physical education teachers’ marginalization and isolation and professional identity and job satisfaction variables in China was analyzed to further demonstrate the usability of the Chinese version of the PE-MAIS.To explore the influence of marginalization and isolation on professional identity and job satisfaction of PE teachers in middle school.To Chineseization and validate PE-MAIS the suitable for Chinese physical education context,and to provide a quantitative assessment tool for physical education teachers’ marginalization and isolation.To explore the mechanisms underlying the relationship between secondary school PE teachers’ marginalization and isolation and job satisfaction,to enrich the theoretical basis of research on marginalization and isolation in China,and to propose targeted measures for improving the status of PE teachers.Based on the above research results and analysis,the following conclusions are drawn:(1)The Chinese version of PE-MAIS is concise and linguistically appropriate for our cultural context.The Chinese version of the scale has two dimensions: subject marginalization and teacher isolation,each with five questions,for a total of ten questions.All items on the scale are scored on a 7-point Likert scale,with questions 1,2,3,8,and 9 being reverse scored.The total score is the sum of the scores for each item,with higher scores indicating higher levels of marginalization and isolation among PE teachers.The Chinese version of the scale has good reliability and validity and can be used to assess the perceived marginalization and isolation of physical education teachers in China.(2)A survey study was conducted on secondary school PE teachers using the Chinese version of PE-MAIS,the Physical Education Teacher Professional Identity Scale and the Physical Education Teacher Job Satisfaction Scale.The overall scores of secondary school PE teachers’ sense of marginalization and isolation were at the medium level,and the overall scores of secondary school PE teachers’ professional identity and job satisfaction were above the medium level.(3)By analyzing the differences in secondary school PE teachers’ sense of marginalization and isolation,professional identity,and job satisfaction and their dimensions across variables.Significant differences were found in the sense of marginalization and isolation of secondary school PE teachers and its dimensions by teaching age,titles,and number of training sessions;significant differences were found in the professional identity of secondary school PE teachers and its dimensions by teaching age,academic qualifications,and titles;significant differences were found in the job satisfaction of secondary school PE teachers and its dimensions by gender,school location,grades to teach,monthly income and several training sessions.Significant differences were found between gender,school location,subject of instruction,monthly income,and number of training sessions on job satisfaction and its dimensions.(4)By examining the relationship between secondary school physical education teachers’ marginalization and isolation,professional identity and job satisfaction.The results validated the research hypotheses that secondary school PE teachers’ perceptions of marginalization and isolation have a negative effect on professional identity;secondary school PE teachers’ perceptions of marginalization and isolation have a negative effect on job satisfaction;secondary school PE teachers’ professional identity has a positive effect on job satisfaction;Professional identity mediates the process by which teachers’ perceptions of marginalization and isolation affect job satisfaction.