A cross-national study of physical education teachers’ marginalisation, isolation, perceived mattering and professional role stressors in Türkiye and Iceland

Abstract

Understanding the professional dynamics of physical education teachers is essential for fostering a sustainable educational environment. Previous research indicates a significant association between role stressors, perceived mattering and teachers’ professional identities. However, how these dynamics differ across diverse cultural and educational systems, such as those in Türkiye and Iceland, remains an area requiring empirical investigation. Using a cross-sectional survey design, this study explored the associations among marginalisation, isolation, role stressors and perceived mattering among physical education teachers in these two nations. Data were collected from 331 physical education teachers (Türkiye n  = 208; Iceland n  = 123). Comparative and regression analyses were conducted using validated instruments (Physical Education – Marginalisation and Isolation Survey, Teacher Role Stressors Survey and Perceived Mattering Questionnaire – Physical Education). The analyses revealed significant cross-national differences with large effect sizes. Regression analyses indicated that role ambiguity (RA) and role conflict were the strongest predictors of marginalisation, while RA and role overload significantly predicted professional isolation. Interaction effects with country were non-significant, indicating broadly consistent relationships across both national contexts. These findings suggest that, despite higher workloads, Turkish physical education teachers report higher levels of perceived mattering. In contrast, the Icelandic context highlights that policy-driven invisibility may exacerbate feelings of marginalisation. These results offer practical recommendations for policymakers and educational stakeholders to implement country-specific structural interventions to mitigate isolation and enhance the global status of physical education.