Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers’ perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education – Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire – Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers’ perceived mattering.

中文翻译：

---

边缘化和角色压力源在体育教师感知重要性中的作用

先前的研究表明，体育教师及其学科常常被认为被低估。然而，检查影响因素和关系以改善这种情况至关重要。这项研究的重点是体育教师对边缘化、感知重要性和角色压力因素的看法之间的关联。我们从土耳其各地区招募了208名体育教师，平均年龄为36.67±8.18岁，平均教学经验为11.34±8.22年。数据是通过体育——边缘化和孤立量表、感知问题问卷——体育和教师角色压力源调查收集的。研究结果表明，角色压力因素并不能直接预测感知重要性，而是会加剧边缘化感，进而对感知重要性产生负面预测。研究结果揭示了导致边缘化的各种因素之间错综复杂的关系，并提出了潜在的改进途径。我们的研究结果表明，角色压力因素可以积极且直接地预测边缘化，而边缘化反过来又与教师重要性和体育重要性负相关。结果还表明，角色压力因素通过边缘化的中介作用显着且间接地预测感知重要性。模型结果表明，教师边缘化是体育重要性和教师重要性的显着预测因子，并且在角色压力因素与教师感知重要性之间的关系中起中介作用。