How do sources of teachers' stress affect the development of burnout? An analysis among Physical Education teachers

  1. Abós, Ángel
  2. Sevil, Javier
  3. Sanz-Remacha, María
  4. Corral, Ana
  5. Estrada, Sergio
Revue:
Education, Sport, Health and Physical Activity (ESHPA): International Journal

ISSN: 2603-6789

Année de publication: 2019

Volumen: 3

Número: 1

Pages: 107-117

Type: Article

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D'autres publications dans: Education, Sport, Health and Physical Activity (ESHPA): International Journal

Résumé

Introduction: Although some studies suggest that Physical Education teachers experience more burnout than teachers of other subjects, the analysis of the main stressors with the Physical Education teachers has been scarce so far. Aim: Firstly, the present study aims to identify the main stressors perceived by the Physical Education teachers so far. Subsequently, this study intends to examine the relationship between the sources of stress perceived by teachers with the burnout syndrome in their work. Methods: Seventy-one secondary school Physical Education teachers (M = 43.44; ± 9.68) with an average of teaching experience of 16.67 years (± 10.44), they completed the Multilevel Teachers Stressor Scale and the Burnout Clinical Subtype Questionnaire. Results & discussion: The ambiguity of the administration, students misbehavior, and workload were the most perceived stressors by the Physical Education teachers. In addition, together with the ambiguity of the administration and workload, perceiving the parents' insufficient involvement and lack of decision-making was positively related to burnout. Conclusions: The educational administration should design and apply strategies to reduce the main stressors of the Physical Education teachers, in particular those that may trigger burnout, with the aim of improving the teachers' psychological functioning, preventing health problems, as well as guarantee a good teaching quality.

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