Job Satisfaction Among Physical Education Teachers in K-12 EducationAbstract
Introduction. Job satisfaction reflects feelings in the workplace, influencing teachers’ performance and sense of fulfillment. Based on Walton’s (1973) theory of Quality of Life at Work, this study assessed the job satisfaction of physical education teachers in basic education according to sociodemographic variables.
Methodology. A quantitative cross-sectional study was conducted using the QVT-PEF scale, administered to 59 teachers in the municipal and state school systems of Arapongas, Paraná. Data were analyzed using the Kolmogorov-Smirnov, chi-square, and Mann-Whitney U tests.
Results. Higher levels of satisfaction were associated with being male, living with a spouse, holding a graduate degree, holding multiple jobs, being employed by the state, and teaching in the final years of elementary school and in high school.
Discussion. In terms of educational implications, the findings point to the need to restructure municipal career plans and regulate the role of specialists in the early stages of education (Early Childhood Education and Early Elementary Years), guiding public policies on teacher recognition and school management.
Keywords
job satisfaction; Physical Education; teachers; Basic Education.
Resumo
Introdução. A satisfação no trabalho reflete sentimentos no ambiente laboral, influenciando o desempenho e a valorização docente. Fundamentado na teoria de Qualidade de Vida no Trabalho de Walton (1973), este estudo avaliou a satisfação de professores de Educação Física da Educação Básica conforme variáveis sociodemográficas.
Metodologia. Realizou-se pesquisa quantitativa transversal com a escala QVT-PEF aplicada a 59 docentes das redes municipal e estadual de Arapongas, Paraná. Os dados foram analisados pelos testes Kolmogorov-Smirnov, qui-quadrado e U de Mann-Whitney.
Resultados. Maiores níveis de satisfação associaram-se ao sexo masculino, convivência conjugal, pós-graduação, pluriemprego, vínculo estadual e atuação nos Anos Finais do Ensino Fundamental e no Ensino Médio.
Discussão. Como implicações educacionais, os achados sinalizam a necessidade de reestruturação dos planos de carreira municipais e regulamentação da atuação do especialista nas etapas iniciais (Educação Infantil e Anos Iniciais), orientando políticas públicas de valorização e gestão escolar.
Palavras-chave
satisfação no emprego; Educação Física; docentes; Educação Básica.
Resumen
Introducción. La satisfacción en el trabajo refleja sentimientos en el ambiente laboral, influyendo en el desempeño y la valorización docente. Fundamentado en la teoría de Calidad de Vida en el Trabajo de Walton (1973), este estudio evaluó la satisfacción de profesores de Educación Física de la Educación Básica según variables sociodemográficas.
Metodología. Se realizó una investigación cuantitativa transversal con la escala QVT-PEF aplicada a 59 docentes de las redes municipal y estatal de Arapongas, Paraná. Los datos se analizaron mediante las pruebas Kolmogorov-Smirnov, Chi-cuadrado y U de Mann-Whitney.
Resultados. Mayores niveles de satisfacción se asociaron al sexo masculino, convivencia conyugal, posgrado, pluriempleo, vínculo estatal y actuación en los Años Finales de la Educación Primaria y Secundaria.
Discusión. Como implicaciones educativas, los hallazgos señalan la necesidad de reestructurar los planes de carrera municipales y reglamentar la actuación del especialista en las etapas iniciales (Educación Infantil y Años Iniciales), orientando políticas públicas de valorización y gestión escolar.
Palabras clave
satisfacción en el trabajo; Educación Física; docentes; Educación Básica.
1 Introduction
Work is often considered demotivating and a factor that negatively impacts quality of life. Long work hours, high demands, and increasing expectations directly affect professional performance, daily routines, and job satisfaction (Broch et al., 2020; Santos and Machado, 2024). These conditions also apply to the teaching profession, which has undergone transformations over the years (Martins et al., 2024). In fact, Toropova, Myrberg, and Johansson (2021) highlighted two main components of teacher satisfaction: job fulfillment, which refers to contentment with professional achievements, and job comfort, which assesses adequate working conditions. It is worth noting that the present study is a subset of a broader research project conducted as part of the master’s thesis of the first author, in the Graduate Program in Physical Education at the State University of Londrina (UEL).
Studies on job satisfaction analyze this experience as a set of positive or negative feelings toward the work environment (Broch et al., 2020; Oliveira, Pereira Junior, & Revi, 2020). High levels of satisfaction enhance performance in work tasks, the teaching and learning process, and workers’ well-being (Bernarto et al., 2020). In this context, satisfaction influences commitment and efficiency, as satisfied teachers tend to improve the quality of educational processes (Lorenzo et al., 2020; Neves, Assis, & Aragão, 2023; Oliveira, Pereira Junior, & Revi, 2020).
To assess job satisfaction, Walton’s (1973) model presents eight essential categories: Compensation, Working Conditions, Work and Overall Life Balance, Career Advancement, Workplace Laws and Regulations, Social Relevance of Work, Autonomy at Work, and Social Integration at Work. This theoretical approach allows for a comprehensive analysis of the quality of professional life by highlighting the aspects that can contribute to higher levels of satisfaction and, consequently, enhance workers’ performance and well-being.
In the context of physical education teachers, it is crucial to highlight the specific characteristics of the profession within the school environment (Neves; Assis; Aragão, 2023). These professionals often remain standing for most of their classes due to the nature of the activities they lead, in addition to being exposed to adverse conditions such as noise, sun, rain, and dust, especially in outdoor settings, since not all educational institutions have adequate covered spaces. Added to this is continuous vocal and physical strain, all of which pose challenges for these teachers (Machado; Andrade; Gurgel, 2023).
Given the significance of these conditions, Vousiopoulos et al. (2019) highlighted the need to investigate job satisfaction among physical education teachers, considering the history of changes in the field. Based on this, the objective of this study was to assess the levels of job satisfaction among these teachers in basic education by identifying associations with their sociodemographic and occupational variables.
2 Methodology
The study was conducted as a field study using a quantitative, cross-sectional approach with descriptive characteristics. The sample consisted of 59 physical education teachers in basic education in the city of Arapongas, Paraná, Brazil. The inclusion criteria were: working as a physical education teacher in the municipal or state school systems, whether on a temporary or permanent basis. Exclusion criteria included teachers who taught exclusively at private institutions. The study was approved by the Human Research Ethics Committee of the State University of Londrina (Opinion No. 3,595,181).
It is worth noting that the city of Arapongas is located in the northern part of the state of Paraná, Brazil, and has a history of colonization by Slavic, Japanese, and Italian immigrants. Its economy is centered on the furniture industry, considered the state’s hub, and agriculture. According to the 2010 Census conducted by the Brazilian Institute of Geography and Statistics (IBGE), Arapongas had a Human Development Index (HDI) of 0.748, classified as medium (0.500-0.799), and a population of 119,138 inhabitants in 2022. The municipality is therefore classified as medium to large in size.
Data collection took place at the municipal and state schools where the teachers worked, during pre-scheduled times set aside for “planning periods”-times when teachers are out of the classroom to prepare lessons. Two instruments were used in the study: the first was a sociodemographic questionnaire designed to characterize the sample based on the following variables: years of teaching experience, number of classes, marital status, work hours, school location, academic background, educational levels, gender, employment status, age, and hours dedicated to leisure.
The second instrument was the “Scale for Assessing Quality of Life at Work as Perceived by Physical Education Teachers (QVT-PEF),” proposed by Both et al. (2006) and based on Walton’s (1973) conceptual model of Quality of Life at Work (QVT). This instrument assesses QWL and the degree of satisfaction in the professional context through 34 items distributed across eight dimensions: Social-Integration, Working Conditions, Work and Overall Life Balance, Compensation, Labor Laws and Regulations, Career Advancement, Social Relevance of Work, and Autonomy at Work. Participants responded using a 7-point Likert scale, where “1” corresponded to “strongly disagree” and “7” corresponded to “strongly agree.” The overall internal consistency of the instrument was 0.9482, classified as “excellent” according to the criteria established by M. Hill and A. Hill (2000).
After data collection, the data were initially analyzed using the Kolmogorov-Smirnov test to verify normality of distribution. Upon confirming the absence of a normal distribution, the Mann-Whitney U test was used to compare the dimensions of the job satisfaction construct based on sociodemographic variables. All tests were performed using SPSS statistical software (version 20.0), with a significance level of 95% (p < 0.05). It should be noted that the cross-sectional design and sample size limit the scope of the results and the associative and descriptive analyses, which do not allow for the establishment of cause-and-effect relationships.
3 Results and Discussion
An analysis of the sociodemographic characteristics of the participating teachers revealed the following detailed profile of the sample: most participants held a postgraduate degree (88.1%), did not work in socially at-risk areas (76.3%), taught in the early grades of elementary school (69.5%), were in a relationship (67.8%), were employed by the municipality of Arapongas (67.8%), worked more than 21 hours per week (66.1%), were 39 years old or younger (64.4%), taught eight or more classes (64.4%), had between 11 and 20 years of experience as a physical education teacher (64.2%), and were female (62.7%).
The analysis of variables related to teaching career length, workload, age group, number of classes, and working in high-risk areas did not reveal significant differences in the dimensions of the job satisfaction construct; however, when analyzing job satisfaction in relation to gender (Table 1), it was observed that the dimension “Work Laws and Regulations” showed a significant association (p=0.048), indicating that men demonstrated greater satisfaction compared to women.
This finding is consistent with previous research in the field of Physical Education in K-12 education, which frequently identifies gender-based disparities in perceptions of the professional environment (Both et al., 2017; Silva et al., 2017; Trevizani & Marin, 2020). This dimension assesses teachers’ perceptions regarding compliance with labor rights, job security, and equity in the application of institutional regulations.
Such findings can be discussed in light of historical asymmetries in labor relations and the institutional barriers faced by female teachers, which may lead to a more critical stance regarding the effectiveness of regulations and career guarantees (Sousa et al., 2020). Although the sociodemographic variables in this study do not allow for the establishment of direct causal relationships regarding female teachers’ personal or domestic routines, scholarly debate suggests that the interplay between the demands of the teaching profession and the broader social context may mediate perceptions of institutional support (Machado, Andrade and Gurgel, 2023).
From an educational management perspective, the difference identified in the perception of “Laws and regulations” highlights the importance of public policies aimed at strengthening equity and ensuring transparency in the work routines of school systems. As Topchyan and Woehler (2021) point out, the perception of institutional support and established professional status influence engagement and job satisfaction. Thus, fostering a work environment underpinned by equitable compliance with regulatory guidelines is essential for mitigating disparities and promoting the well-being of the entire teaching staff.
Regarding job satisfaction and marital status (Table 2), it was observed that the “Career Advancement” dimension showed a significant association (p=0.019), indicating that teachers living with a partner demonstrated greater satisfaction in this dimension.
The higher level of satisfaction with the “Career Advancement” dimension among faculty members who have a partner suggests a possible relationship between marital status and perceptions of opportunities for promotion, professional advancement, and development within the institution. This dimension encompasses aspects related to opportunities for advancement and prospects for growth in the teaching career (Azim; Haque; Chowdhury, 2013; Furtado, 2016).
This relationship may be linked to factors that go beyond the characteristics of the job itself, such as the organization of daily routines and the supportive conditions present in the faculty member’s personal context (Rajasekaran & Selvan, 2023). The present study, however, did not investigate variables such as household income, domestic organization, or characteristics of interpersonal support. Thus, the identified association should be interpreted with caution, since it is not possible to attribute a direct influence of marital cohabitation on satisfaction with career progression.
Perceptions of career trajectories are also related to the objective conditions for career development, which include opportunities for promotion, criteria for advancement, and the structure of job classification systems (Balga & Antala, 2022). In this regard, regardless of marital status, the existence of clear and accessible institutional mechanisms for career progression is a key factor in retaining faculty members and fostering their professional growth.
Regarding academic background (Table 3), it was found that the “Career Advancement” dimension showed a significant association (p=0.049), indicating that faculty members with graduate degrees reported greater satisfaction with career advancement compared to those with only an undergraduate degree.
One possible explanation for the findings is that investment in professional or academic development can accelerate career progression, positively influencing all the dimensions evaluated, especially compensation. Nascimento et al. (2019) highlighted that municipal, state, and federal systems offer opportunities for job security, stability, and professional advancement, which may explain teachers’ interest in continuing education programs as a means of professional development. Rajasekaran and Selvan (2023) also explore how continuous professional development leads to greater appreciation and recognition in the workplace, which in turn enhances teachers’ satisfaction.
Professional development is vital for improving working conditions and enhancing teacher satisfaction. Santos, Ferreira, and Ferraz (2020) discussed how educational policies are intertwined with professional development, directly influencing teachers’ satisfaction and effectiveness. These policies provide opportunities for growth and stability, encouraging educators to pursue continuing education; thus, continuing education and professional development not only promote teachers’ career advancement but also contribute to improving their working conditions and overall satisfaction. These improvements are reflected in daily practice and in the perception of professional recognition, highlighting the importance of educational policies that encourage and support teachers’ continuous improvement (Richit; Almeida, 2024).
With regard to the characteristic of holding multiple jobs (Table 4), significant differences were observed in the dimensions “Working Conditions” (p=0.005), “Autonomy at Work” (p=0.018), and “Integration at Work” (p=0.029), with teachers engaged in multiple jobs demonstrating greater satisfaction in these areas.
The significant association limited to the “Career Advancement” dimension reflects the structure of job, career, and compensation plans for public school teachers in Basic Education, in which obtaining master’s and doctoral degrees is a direct requirement for vertical advancement and promotion to higher functional levels (Nascimento et al., 2019). Unlike other institutional or operational dimensions, such as physical working conditions and perceptions of compensation, which showed no statistically significant differences, the prospect of career progression is objectively linked to teachers’ efforts to pursue academic qualifications.
This finding aligns with the debate on continuous professional development, which reveals that academic degrees provide teachers with a more positive perception of their opportunities for growth within the education system (Rajasekaran & Selvan, 2023). As Santos, Ferreira, and Ferraz (2020) note, the establishment of educational policies that recognize and encourage continuing education serves as a central element in enhancing the teaching profession.
From this perspective, the data indicate that strengthening institutional mechanisms to encourage graduate studies directly impacts satisfaction with one’s professional trajectory. From an educational management perspective, ensuring study leave and degree-based bonuses in municipal and state statutes has emerged as an indispensable strategy for encouraging teacher retention and professional fulfillment in Basic Education (Richit; Xavier, 2024).
With regard to employment status (Table 5), statistical analysis revealed significant associations in the dimensions “Work Laws and Regulations” (p=0.007), “Social Relevance of Work” (p=0.028), and “Overall Job Satisfaction” (p=0.001), where the results indicated that teachers primarily employed by the state school system demonstrated higher levels of satisfaction in these dimensions compared to those employed by the municipal school system.
The higher overall satisfaction in the dimensions of “Laws and regulations” and “Social relevance” observed among state-system teachers is consistent with the institutional and regulatory specificities of the teaching profession in the state of Paraná (Paraná, 2004, 2010). The State School System Teacher Career Plan (Complementary Law No. 103/2004) and established professional development programs, such as the Educational Development Program (PDE - Complementary Law No. 130/2010), provide regulatory frameworks and paths for professional advancement that have been historically structured (Paraná, 2004, 2010). This institutional consolidation tends to strengthen the perception of legal certainty, which supports the “Laws and regulations at work” dimension (Hoque et al., 2023; Smet, 2021).
On the other hand, municipal career plans, such as Law No. 4,450/2016 of Arapongas, often face specific challenges related to budgetary sustainability and the continued provision of incentives for career advancement at the local level (Arapongas, 2016). Such disparities between education systems affect teachers’ perceptions of the value of their work and their social recognition (Hoque et al., 2023).
From the perspective of educational management and policy, these findings highlight the need for municipalities to review and strengthen their career guidelines and institutional support (Gallardo-López; López-Noguero; Gallardo-Vázquez, 2019). Aligning regulatory guarantees and conditions for professional recognition between municipal and state public school systems is an essential step toward reducing disparities and fostering a favorable and equitable organizational climate for all Physical Education teachers in Basic Education (Smet, 2021).
With regard to the relationship with Early Childhood Education (Table 6), significant differences were observed in the dimensions “Working Conditions” (p=0.048), “Labor Laws and Regulations” (p=0.027), “Social Relevance of Work” (p=0.030), and “Overall assessment of job satisfaction” (p=0.013). The results indicated that teachers working in Early Childhood Education reported lower satisfaction in these dimensions compared to those who did not work at this level.
The lower level of satisfaction observed among teachers working in early childhood education reflects the unique nature of pedagogical work with young children-a stage characterized by intense demands for physical interaction, the organization of educational spaces, and monitoring children’s development (Jardim & Araújo, 2025; Muñoz, Correa, & Matajudios, 2020). In school physical education, teaching at this early stage of basic education often faces limitations in physical infrastructure and age-appropriate materials, which compromises the “Working Conditions” dimension (Smet, 2021).
Furthermore, the lower scores in the “Laws and Regulations” and “Social Relevance” dimensions are linked to the regulatory specifics of this educational stage. Although the Law on Guidelines and Bases for National Education (LDBEN) No. 9,394/1996 (Brazil, 1996) includes Physical Education as a mandatory curricular component of Basic Education, the legislation does not require, at the national level, that classes be taught exclusively by a licensed specialist teacher in Early Childhood Education, which may lead to these classes frequently being taught by a generalist or single-subject teacher (Monteiro, 2022).
In addition, the National Common Core Curriculum (BNCC) organizes this stage into “Fields of Experience”, notably “Body, Gestures, and Movements”, rather than into isolated subjects. This lack of normative guidelines for the specialist’s practice creates institutional ambiguity regarding the role and safeguards of physical education professionals in early childhood education, which results in a reduced perception of normative support (“Laws and regulations”) and professional prestige (“Social relevance”) (Hoque et al., 2023; Neves; Assis; Aragão, 2023).
Such evidence reinforces the contributions of Gallardo-López, López-Noguero, and Gallardo-Vázquez (2019) regarding the urgency of interventions aimed at restructuring the work environment and providing pedagogical support in early childhood education. Promoting improvements in school infrastructure and ensuring that the specialized role of physical education is valued from early childhood onward are strategic actions to mitigate dissatisfaction and ensure higher quality in educational processes.
On the other hand, when evaluating the relationship with the early years of elementary school, it was observed that only the “Overall job satisfaction” measure showed a significant difference (p=0.041). The results indicated that teachers working at this educational level demonstrated lower overall satisfaction compared to those who did not teach at this stage.
The lower overall satisfaction reported by teachers working in the early grades of elementary school is related to the specific pedagogical and institutional dynamics of this stage. Although the formal literacy process in Portuguese and mathematics is overseen by the classroom teacher, the physical education specialist faces the challenge of integrating the curriculum component in a way that aligns with the school’s pedagogical project, while working with large classes and during transitional phases of child development (Muñoz, Correa, & Matajudios, 2020).
Additionally, in the municipal context under investigation, early elementary education is concentrated in the local public school system. As discussed earlier, disparities in the consolidation of municipal statutes and career plans, ly compared to the state school system, can influence the overall perception of the organizational climate and job satisfaction (Hoque et al., 2023; Smet, 2021). In the international literature, studies conducted in contexts such as Greece and Spain also report that teachers working in early childhood education report greater burnout in their overall assessment of their work, due to the accumulation of operational demands and the search for greater institutional support (Gallardo-López; López-Noguero; Gallardo-Vázquez, 2019; Kroupis et al., 2017).
This evidence highlights the need for municipal education systems to implement measures to strengthen the professional identity of Physical Education specialists in the early years. Ensuring adequate spaces for shared planning and clear guidelines for pedagogical support is an essential measure for increasing these professionals’ overall satisfaction and promoting the quality of physical education practices in early childhood (Hoque et al., 2023; Monteiro, 2022).
In contrast, the analysis of the work relationship in upper elementary school revealed significant associations in the dimensions “Autonomy at work” (p=0.042), “Work laws and regulations” (p=0.034), “Social relevance of work” (p=0.020), and “Overall assessment of job satisfaction” (p=0.013). The results indicated that teachers at this educational level reported higher satisfaction in these dimensions.
Teachers working in the final years of elementary school reported higher levels of satisfaction in the areas of “Autonomy at work,” “Work laws and regulations,” “Social relevance of work,” and “Overall job satisfaction.” This satisfaction can be attributed, in large part, to their employment by the state of Paraná, which offers more favorable conditions regarding career paths and professional development opportunities. These structural benefits provide a solid foundation for exercising autonomy in the workplace, allowing teachers to engage more deeply in their pedagogical practices and feel greater control over their activities (Carlotto & Câmara, 2019).
The higher level of satisfaction identified among teachers in the final years of secondary school is linked to the organization of pedagogical work by specific subject and to the predominance of employment with the state school system at this stage. A focus on the Physical Education component of the curriculum promotes the exercise of didactic-pedagogical autonomy in lesson planning, as it strengthens the perception of control over teaching practice (Carlotto; Câmara, 2019). At the same time, the connection to the state school system supports the “Laws and Regulations” dimension, due to the consolidation of its statutory guidelines (Paraná, 2004).
The increase in scores for “Social Relevance” and “Overall Evaluation” also reflects the consolidation of the specialist teacher’s professional identity within the school community at this educational level. Recognition of the role of Physical Education in the development of students in the final years of high school serves as a significant motivational factor, strengthening the sense of belonging and professional fulfillment (Smet, 2021). As highlighted by Hoque et al. (2023), work contexts that guarantee pedagogical autonomy and adequate regulatory support foster faculty engagement and overall satisfaction.
Furthermore, when analyzing the relationship with high school (Table 9), a significant difference was observed in the “Overall assessment of job satisfaction” (p=0.005), indicating that teachers at this educational level reported higher levels of satisfaction.
The highest overall satisfaction reported among high school teachers is closely related to the organizational structure of this final stage of Basic Education, which is primarily administered by the Paraná state public school system in the municipality under study. As previously analyzed, the support guaranteed by the State Career Plan (Complementary Law No. 103/2004) offers stability and consolidated regulatory guidelines, elements that positively influence the overall perception of the work environment (Hoque et al., 2023; Paraná, 2004).
From a pedagogical perspective, teaching in high school requires a deeper understanding of the conceptual and attitudinal dimensions of school physical education-a context that allows specialized teachers to develop pedagogical projects integrated with civic education and students’ life plans (Gallardo-López; López-Noguero; Gallardo-Vázquez, 2019). Recognition of the subject as a mandatory curricular component at this final stage strengthens teachers’ professional identity and their sense of fulfillment in their work (Kroupis et al., 2017; Smet, 2021).
Thus, the findings regarding the Final Years and High School reinforce that the convergence of structured institutional support, the stability of state-level employment, and teaching at stages where the curriculum component has well-defined disciplinary boundaries fosters overall satisfaction in the practice of Physical Education teaching.
5 Final Considerations
This study assessed job satisfaction among Physical Education teachers in Basic Education within the municipal and state public school systems in the city of Arapongas, Paraná, analyzing its associations with sociodemographic and occupational variables. The results indicated that the highest levels of professional satisfaction were found among male teachers employed by the state school system and teaching in the final years of elementary school and in high school. Regarding sociodemographic variables, holding a graduate degree and being married were significantly associated with a more favorable perception of career progression.
In contrast, the results revealed significantly lower levels of satisfaction among teachers working in early childhood education and the early grades of elementary school, particularly in terms of lower ratings regarding working conditions, laws and regulations, and social relevance. These results reflect the convergence between the pedagogical specificities of these early educational stages and the institutional disparities faced within the municipal school system, where the absence of specific regulations governing specialist teachers and weaknesses in local staffing plans impact perceptions of professional recognition and support.
As methodological limitations of the study, it is important to highlight its quantitative cross-sectional design and the sampling restricted to a single municipality, which prevents the establishment of causal relationships and the generalization of the data to other regional contexts. Future research is therefore recommended, employing a longitudinal design and expanded samples that encompass different educational systems, cities, and regions, as well as qualitative investigations that delve deeper into subjective perceptions and aspects of the daily reality of teaching practice at these educational levels.
Despite these limitations, the study makes relevant contributions to the fields of Education and School Physical Education by providing concrete insights for educational management and the formulation of public policies. From the perspective of educational implications, the evidence demonstrates the urgent need to restructure municipal Position, Career, and Salary Plans in order to ensure that guarantees and incentives for continuing education are on par with those in the state school system.
Furthermore, it is essential that municipal policies promote the standardization and regulation of the role of specialized physical education teachers in early childhood education and the early grades, so that adequate infrastructure and materials can be guaranteed. Such measures are indispensable for promoting teacher recognition, mitigating disparities, and ensuring the quality of the teaching-learning process in basic education.
Ad hoc Reviewers:
How to cite this article (ABNT):
Data availability:
The research data are available in a repository. Link:https://repositorio.uel.br/items/3d53b1a4-d307-444f-8476-0f6281f27a4e.
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