ArticleFrontiers in public health2025
Double marginalization: an ethnographic-ecological analysis of rural PE teachers' professional development between urban and underdeveloped areas.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- The Relationship Between Job Stress and Job Satisfaction of Primary and Secondary School Physical Education Teachers: A Moderated Mediation Model.Behavioral sciences (Basel, Switzerland) · 2026Article
- Beyond retention: an ecological analysis of teacher commitment and agency in rural China.Frontiers in psychology · 2026Article
- Chinese primary school physical education teachers' ongoing training and professional competence: an evidence mapping review and a hypothesis-generating conceptual framework.Frontiers in psychology · 2026Review
- The mediating role of professional self-concept in how teacher professional development influences rural physical education teachers' work engagement: a moderated mediation analysis.Frontiers in psychology · 2026Article
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2 authors.
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Abstract
Introduction: China's rapid urbanization has exacerbated challenges in rural education, including resource disparities, shrinking student populations, and teacher shortages. Rural Health and Physical Education (HPE) teachers face acute professional development barriers, directly impacting their well-being and students' physical health. Methods: This ethnographic study combines ecological and bioecological lenses to analyze rural HPE teachers' professional development. Through three-stage sampling, 35 northeastern Chinese HPE teachers participated in semi-structured interviews and fieldwork. Data were thematically analyzed using an ecological-intersectional (E-I) framework across micro (individual), meso (interpersonal), exo (organizational), and macro (sociocultural) levels. Results: Findings demonstrate ecological interdependencies: Urbanization policies and unequal resource distribution created structural barriers, while school sports culture and support networks mediated outcomes. Teachers' professional autonomy and rural commitment emerged as key adaptive factors. Conclusion: Multilevel interventions are proposed: macro policies (differentiated standards/resource compensation), organizational support (school leadership/home-school collaboration), and individual empowerment (autonomy/innovation training). This study advances the application of intersectional ecological theory in rural education contexts and offers actionable insights for equitable teacher policy development. It advances theoretical understanding of marginalized HPE teachers' development while offering actionable policy insights with global relevance for underserved educational contexts.
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