ORIGINAL RESEARCH article
Front. Sports Act. Living
Sec. Physical Education and Pedagogy
Contract Teaching as a Liminal Bridge: How Pre‑entry Beliefs Become Commitment in PE Teacher Socialisation
Provisionally accepted
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
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Introduction: High rates of teacher turnover continue to pose a significant challenge to the sustainability of physical education (PE) worldwide. This study explored how pre-entry and induction experiences influence preservice PE teachers' commitment to the profession, drawing on occupational socialisation theory. Methods: A a convergent parallel mixed-methods design was employed involving 79 preservice PE teachers in Singapore (Postgraduate Diploma, n = 48; Diploma, n = 31). Quantitative data from self-report measures of Initial Socialised Beliefs (ISB), Contract Teaching Stint Experience (CTSE), and Commitment to Teach (CTT) were analysed using mediation models. Pre-entry experiences were measured using the Initial Socialised Beliefs (ISB) scale (10 items), induction experiences were captured using the CTS Experience (CTSE) scale (5 items), and Commitment to Teach (CTT) was assessed using a 5-item intention scale. Qualitative responses to open-ended items provided explanatory depth and triangulation. Results: ISB was positively associated with CTT, and CTSE partially mediated this relationship. Teachers who described supportive mentorship, progressive teaching responsibilities, and early classroom success reported higher commitment, whereas administrative overload and weak induction reduced motivation. Discussion: The findings suggest that structured, high-quality CTSE can transform positive pre-entry beliefs into a lasting professional commitment. Schools and training programmes can strengthen retention by fostering meaningful early-career support through mentor pairing, workload design, and opportunities for authentic teaching success. Conclusion: The transition from pre-entry to induction represents a pivotal phase in shaping the professional trajectories of PE teachers. Intentional design of school-based experiences—centred on mentorship, workload balance, and feedback—can strengthen teacher retention and sustain the quality of the PE workforce.
Keywords: occupational socialization, contract teaching, teacher identity, mentoring, teacher retention
Received: 07 Oct 2025; Accepted: 24 Nov 2025.
Copyright: © 2025 Yap, Harrie, Tan, Tan and TAN. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Steven Kwang San Tan
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