Affiliations: [a] Department of Physical Education and Sport, Faculty of Sport Sciences, Ege University, Izmir, Turkey
| [b] Department of Coaching Education, Faculty of Sport Sciences, Muğla Sıtkı Koçman University, Muğla, Turkey
Correspondence:
[*]
Address for correspondence: Berkcan Boz, Department of Physical Education and Sport, Faculty of Sport Sciences, Ege University, Izmir, Turkey. E-mail: [email protected].
Abstract: BACKGROUND:While literature includes a number of studies about burnout in teaching, investigations on teaching field-specific perspective remain limited. Research is needed to improve practical implications based on structured theoretical models and methodological basis that focusses on the unique environment of PE teaching field and causal factors behind burnout. OBJECTIVE:The present study aimed to examine burnout among physical education (PE) teachers based on the job demands-resources (J-DR) model. METHODS:A sequential explanatory mixed design was conducted in the study. 173 teachers replied to questionnaires, of which 14 teachers thereafter participated in semi-structured interviews. Demographic information form, Maslach Burnout Inventory, and J-DR scale for PE teachers were used, as well as an interview form. 173 teachers were first asked to report demographic information, and score Maslach Burnout Inventory and J-DR scale. Then a subsample group (n = 14) was identified/sampled for a semi-structured interview. Canonical correlation and constant comparative analysis were used to unpack the data. RESULTS:Teachers’ states of burnout varied, and physical, organisational, and socio-cultural resources were closely related with burnout levels. Demands that cause pressure on burnout were determined as paperwork and bureaucracy, student-related factors, and pandemic-related experiences. In addition to supporting the general model, specific J-DR factors for PE teaching were observed that is linked with burnout. CONCLUSION:J-DR factors that might lead to negative conditions in the teaching environment should be considered, and field-specific factors should be focused on through arrangements to increase teaching efficiency and improve the quality of PE teachers’ professional life.
