Initial Validation of the Teaching Sustainability Questionnaire and Relationships of Latent Factors Predicting Physical Education Teachers Intent to Remain Working in High Poverty Schools

Ben D. Kerna Division of Kinesiology and Health, University of Wyoming, Laramie, Wyoming, USACorrespondence[email protected]

https://orcid.org/0000-0003-3052-9274

Douglas W. Ellisonb School of Teaching, Learning and Curriculum Studies, Kent State University, Kent, Ohio, USA

Chad M. Killianc Department of Kinesiology and Health, Georgia State University, Atlanta, Georgia, USA

https://orcid.org/0000-0002-8018-7615

Franziska Widmerb School of Teaching, Learning and Curriculum Studies, Kent State University, Kent, Ohio, USA

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Douglas W. Ellison, Ben D. Kern & Chad M. Killian. (2022) Why they remain: factors influencing teaching sustainability in high-poverty schools. Physical Education and Sport Pedagogy 27:6, pages 654-668.
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Articles from other publishers (1)

Douglas W Ellison. (2021) Two physical educators’ sense of purpose as an indicator of teaching sustainability over time in a high-poverty school setting. European Physical Education Review 28:1, pages 40-56.
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Initial Validation of the Teaching Sustainability Questionnaire and Relationships of Latent Factors Predicting Physical Education Teachers Intent to Remain Working in High Poverty Schools

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Initial Validation of the Teaching Sustainability Questionnaire and Relationships of Latent Factors Predicting Physical Education Teachers Intent to Remain Working in High Poverty Schools

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