ArticleFrontiers in sports and active living2025
Contract teaching as a liminal bridge: how pre-entry beliefs become commitment in PE teacher socialisation.
Article in Frontiers in sports and active living, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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: A a convergent parallel mixed-methods design was employed involving 79 preservice PE teachers in Singapore (Postgraduate Diploma, 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.
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