Analysis of the Path-Goal Theory and teaching in athletic training education programs

Abstract

Purpose and Method of Study: The Path-Goal Theory states that it is the responsibility of a leader to assist a subordinate with obstacles they face as they begin a new position so that they may find satisfaction. This assistance could be either directive or supportive. There are many new instructors in CAAHEP accredited and candidacy athletic training education programs who do not have much training or experience related to teaching and are facing many obstacles. The purpose of this study was to investigate the needs of new instructors relative to training, the assistance they have received from their supervisor, and level of satisfaction with teaching. Athletic training education program directors were asked to identify new instructors in their respective programs; to be included in the study a person must have met specific inclusion criteria. Eighty-five new instructors were identified and solicited to complete the survey instrument.

Findings and Conclusions: The subject population was similar to the overall population of NATABOC certified athletic trainers and represented accredited and candidacy programs. The subjects reported only minimal amounts of training related to teaching and actual teaching experience prior to taking their current position. The data revealed that there were only slight differences between the levels of position classification for responsibilities in their current position. There was no difference between the levels on amount of training received and desired; the subjects in all levels were similar in that they have received little training and desire training on many aspects of teaching. There was a positive relationship between assistance received and satisfaction. Obstacles identified by the new instructors include lack of knowledge about teaching techniques and difficulties in balance time between clinical obligations and teaching responsibilities. The findings supported the basic premise of the Path-Goal Theory in that satisfaction will increase if assistance is given to help the subordinate overcome obstacles. The new instructors have a definite need for training related to teaching techniques. This training could be incorporated into existing graduate degree programs or offered through faculty development programs.