Abstract
Background: Physical education (PE) is a marginalized profession that is socially and emotionally demanding. PE teachers are prone to early career attrition, isolation, and burnout as a result of negative emotional experiences. While these outcomes are customary, little is known about how teachers' emotions change across their careers. The purpose of this study was to explore the relationship between PE Teacher Career Stages and their emotional experiences. Methods: Participants included 31 in-service PE teachers (Mage = 44.70 years, SD= 9.48; M= 15.87 years of teaching) from the United States. Inductive and deductive analyses were used to evaluate the interview data. Results: Themes included: (a) teachers identify within multiple stages/emotions, (b) stakeholder agendas cultivate negative emotions, and (c) the aftermath of the pandemic as a catalyst for frustration. Conclusion: Teachers' emotions are complex and multidimensional. Exploring teachers' emotions within different career stages may help prevent early career attrition and increase job satisfaction.