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Abstract
This study investigates the career trajectory of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers’ career development in Hong Kong brought about by education and curriculum reforms. The specific research question is, “What are PSPETs’ career aims and how do they describe and conceptualize their career trajectories?” A qualitative research design is adopted to gain an in-depth understanding of the meaning that participants make of their career life. The researchers used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), 11 Hong Kong PSPETs participated in this study. Data were analyzed through three major types of coding, namely: open coding, axial coding and selective coding. The results revealed that PSPETs share both similarities and differences through their career development processes. The meaning and interpretation of “assimilation” varies among the PSPETs. Their capacity for assimilation acts as the core factor in exploring the PSPETs’ career trajectories. The concepts of (a) characteristics of the organization, (b) self-orientation of career, (c) other obligations, and (d) career aspirations are clustered into the Assimilating (Career trajectory) category, which describes PSPETs’ career aims and conceptualizations of their career trajectory. PSPETs have diversified in and adapted to all aspects of their career life within a continuing, evolving scenario of education reforms. The influences and relationships that they perceived were clearly implicated in their career choice and path. PSPETs in this study revealed that disadvantages can be overcome by adapting to the diverse nature of their job and by overcoming the otherwise limited scope of their work, meaning PSPETs can assimilate more closely into the culture and context of the organization.
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