Job demands-resources model and burnout in physical education teaching: A mixed-method sequential explanatory study

Basit Öğe Kaydı
dc.authoridBOZ, Berkcan/0000-0003-4203-5829
dc.authorscopusid36619421000
dc.authorscopusid57208300713
dc.authorscopusid58603975500
dc.authorwosidBOZ, Berkcan/N-7102-2018
dc.contributor.authorKiremitçi, Olcay
dc.contributor.authorBoz, Berkcan
dc.contributor.authorÇakır, Lale Yıldız
dc.date.accessioned2024-08-25T18:38:36Z
dc.date.available2024-08-25T18:38:36Z
dc.date.issued2023
dc.departmentEge Üniversitesien_US
dc.description.abstractBACKGROUND: While literature includes a number of studies about burnout in teaching, investigations on teaching fieldspecific 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.en_US
dc.identifier.doi10.3233/WOR-220102
dc.identifier.endpage187en_US
dc.identifier.issn1051-9815
dc.identifier.issn1875-9270
dc.identifier.issue1en_US
dc.identifier.pmid36872824en_US
dc.identifier.scopus2-s2.0-85171600925en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage171en_US
dc.identifier.urihttps://doi.org/10.3233/WOR-220102
dc.identifier.urihttps://hdl.handle.net/11454/101087
dc.identifier.volume76en_US
dc.identifier.wosWOS:001067722700014en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherIos Pressen_US
dc.relation.ispartofWork-A Journal of Prevention Assessment & Rehabilitationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz20240825_Gen_US
dc.subjectBurnout syndromeen_US
dc.subjectschoolen_US
dc.subjectsporten_US
dc.subjectphysical educationen_US
dc.subjectworkplaceen_US
dc.subjectSenior Teachersen_US
dc.subjectSchoolen_US
dc.subjectInventoryen_US
dc.subjectImpacten_US
dc.titleJob demands-resources model and burnout in physical education teaching: A mixed-method sequential explanatory studyen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
PubMed İndeksli Yayın Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu