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A qualitative study on the socialization of beginning physical education teacher educators.

Few studies have focused on how university faculty learn and understand expectations of their professional role. The purpose of this study was to describe the experiences of five female physical education teacher educators in their first positions as assistant professors in research oriented universities. Data were collected using primarily qualitative methods--weekly journals and in-depth interviews. Quantitative data were gathered to compare organizational factors such as salary, load allocation, equipment, and travel funds. Data yielded five main categories concerning how and what participants learned about their faculty roles. These categories included participants' perceptions of (a) organizational structure and job facilitation, (b) work tasks, (c) support systems, (d) evaluation and feedback, and (e) participants' psychological states. All participants reported experiencing role ambiguity and stress. Clear criteria for job performance, collegial support and mentoring, and regular evaluation and feedback were cited by all participants as important factors for reducing stress and facilitating their roles as faculty.