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Prusak, K. A., Pennington, T., Barney, D., Wilkinson, C., Beddoes, Z., Kahaialii, N. et al. (2025). Physical Education Teacher Motivation, Self-Efficacy, and Burnout in a Successful, District-Wide Program. The Physical Educator, 82, 268-290.
https://doi.org/10.18666/tpe-2025-v82-i3-12241

has been cited by the following article:

• TITLE: Linking Teacher Preparation to Longevity: PETE Programs as a Mechanism for Burnout Reduction

  AUTHORS: Breon Derby

  KEYWORDS: Burnout, Teacher Retention, PETE, Teacher Preparation, Self-Efficacy

  JOURNAL NAME: Advances in Physical Education, Vol.16 No.3, August 19, 2026

  ABSTRACT: While teacher retention remains a global concern, this article focuses specifically on the United States, offering insights that have cross-national transferability. With over half of new teachers entering the field leaving the profession within the first five years, professionals in Physical Education Teacher Education (PETE) programs must examine how they are preparing pre-service teachers for long-term career viability. This practice-focused conceptual article provides PETE professionals with actionable curricular frameworks designed to mitigate early career burnout and empower future physical educators to remain in the field. When PETE programs intentionally integrate curriculum aimed at reducing burnout, pre-service teachers develop a realistic understanding of occupational stressors alongside targeted coping mechanisms. Specifically, this article outlines strategies that help future physical educators build supportive professional networks, evaluate school culture during job placement, and prioritize holistic wellness. Furthermore, embedding hands-on experiential learning into PETE programs builds teaching self-efficacy and classroom management readiness—two critical psychological buffers against occupational stress. Ultimately, PETE programs serve as a vital mechanism for building resilience and improving long-term teacher retention, embedding sustainable professional practices in higher education while recognizing the necessity of broader structural reform.