# Contract teaching as a liminal bridge: how pre-entry beliefs become commitment in PE teacher socialisation

## TL;DR

This study shows how early teaching experiences and mentorship can turn initial beliefs into long-term commitment for PE teachers.

## Contribution

It identifies how contract teaching experiences mediate the relationship between pre-entry beliefs and professional commitment in PE teachers.

## Key findings

- Supportive mentorship and early teaching success increase commitment to teaching.
- Administrative overload and poor induction reduce motivation among new PE teachers.
- High-quality contract teaching experiences can strengthen teacher retention.

## Abstract

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.

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.

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.

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.

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.