Impact of Occupational Burnout on the Professional Identity and Self-efficacy of Physical Education Teachers

Zeyan Liu

doi:10.54097/e7zw8k55

Authors

Zeyan Liu

DOI:

https://doi.org/10.54097/e7zw8k55

Keywords:

Physical Education Teachers, Occupational Burnout, Professional Identity, Self-efficacy

Abstract

Occupational burnout is a hot research topic in the field of education.This study targets physical education teachers, surveying 226 physical education teachers from 10 universities in Guangxi Province, China, to assess levels of occupational burnout, professional identity, and self-efficacy, drawing the following conclusions:(1) The overall level of occupational burnout among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Personal Accomplishment, Emotional Exhaustion, and Deindividualization. This indicates that occupational burnout is a significant and concerning issue among respondents, with emotional fatigue and moderate personal achievement being the main factors.(2) The analysis of the respondents' demographic characteristics indicates that there are significant differences in occupational burnout among physical education teachers of different professional titles.(3) The overall level of professional identity among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Norm identity, Continuous identity, and Emotional identity. This indicates that their professional roles significantly influence their self-perception and identity.(4) The analysis of the respondents' demographic characteristics indicates significant differences in professional identity among physical education teachers of different Ages, Educational backgrounds, Teaching experiences, Professional titles, and Marital statuses.(5) The overall level of self-efficacy among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Personal efficacy, Teaching efficacy. This indicates that respondents generally have a high level of self-efficacy, showing confidence in their personal and professional abilities.(6) The analysis of the respondents' demographic characteristics indicates significant differences in self-efficacy among physical education teachers of different Ages, Educational backgrounds, and Teaching experiences.(7) There is a significant positive correlation between the overall occupational burnout of physical education teachers and both personal efficacy and overall self-efficacy, indicating that higher levels of burnout are correlated with higher levels of self-efficacy in these dimensions.(8) There is a positive correlation between the overall occupational burnout of physical education teachers and all dimensions of professional identity, indicating that higher levels of burnout are associated with stronger professional identity in these areas.

Downloads

Download data is not yet available.

References

An, Y., Li, L., & Wei, X. (2021). What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey. Social Behavior and Personality: an international journal, 49(5), 1-13.

Chen Zx & Qu Jing.(2020). An empirical analysis of the overall characteristics of professional identity of middle school physical education teachers in ethnic areas of Guizhou. Journal of Qufu Normal University (Natural Science Edition)(02),96-102.

Cheng Xian .(2018). An empirical study on the relationship between professional identity and turnover tendency of primary and secondary physical education teachers Master's Degree (Dissertation, Henan University).

Chwalisz, K., Altmaier, E. M., & Russell, D. W. (1992). Causal Attributions, Self-Efficacy Cognitions, and Coping with Stress. Journal of Social and Clinical Psychology, 11(4), 377–400.

Dong Shugong, Zhang Yue & Liang Mengying.(2021). Research on self-efficacy evaluation of vocational college teachers. Journal of Ningbo Polytechnic (04),73-79.

Deschenes, A. A., & Capovilla, P. (2016). Emotional self-efficacy: A factor to explain the psychological health at work. Psychologie Du Travail Et Des Organisations, 22(3), 173-186.

Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1),159–165.

Guo Hui. (2019). Analysis of the current situation and solutions to the burnout of primary and secondary school teachers in Shanxi Province - Taking the burnout situation of primary and secondary physical education teachers in Shanxi Province as an example. Asia-Pacific Education (06), 106-107.

Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.

Gaziel, H. H. (1995). Sabbatical leave, job burnout and turnover intentions among teachers. International Journal of Lifelong Education, 14(4), 331–338.

Huang Wenlong. (2020). Research on the professional identity of high school ideological and political teachers (Master’s thesis, Yangzhou University).

Ibarra, H. (1999). Provisional Selves: Experimenting with Image and Identity in Professional Adaptation. Administrative Science Quarterly, 44(4), 764.

Jiang, Guangtian. (2021). Research on Physical Education Teachers' Burnout in Higher Vocational Colleges in Shandong Province (Master's thesis, Qufu Normal University).

Liao Wenxiu. (2019). Research on occupational burnout and influencing factors of primary and secondary school physical education teachers in Zigong City. (eds.) Compilation of abstracts of papers of the 11th National Sports Science Conference (pp.3536-3537). 10th A compilation of abstracts of papers from the First National Sports Science Conference.

Liu Yujia. (2020). Analysis of the causes and overcoming strategies of professional burnout of college physical education teachers. Science and Technology Information (22), 122-124.

Li Yang. (2016). Research on the relationship between self-efficacy and professional burnout of middle school physical education teachers in Shangqiu City (Master's thesis, Henan University).

Leiter, M. P. (1992). Burn-out as a crisis in self-efficacy: Conceptual and practical implications. Work & Stress, 6(2), 107–115.

Li, G. H. & Wang, L. N.. (2008). The development of burnout scale for college physical education teachers. Journal of Beijing Sport University (02), 251-252+285.

MacDonald, D., & Kirk, D. (1999). Pedagogy, the Body and Christian Identity. Sport, Education and Society, 4(2), 131–142.

Maslach, C., & Jackson, S. E. (1986). MBI: Maslach Burnout Inventory; manual research edition. University of California, Palo Alto, CA.

Peng bo. (2022). The primary and middle school PE teachers' self-efficacy and the relationship between core literacy research (a master's degree thesis, east China normal university).

Thomas, M. A., & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members. Education policy analysis archives, 26, 6-6.

Tang Jin. (2013). A self-confrontation study on the professional identity of college English teachers. Journal of the PLA Foreign Languages Institute (02), 70-75.

Tang Tian & Chen Ning. (2022). The relationship between self-efficacy, external support and teacher burnout: a meta-analytic structural equation model. (eds.) Abstract Collection of the 24th National Academic Conference on Psychology ( pp.1912-1913). Abstract collection of the 24th National Academic Conference on Psychology.

Tang G J. (2009). Theoretical model construction and empirical research on professional identity of physical education teachers in colleges and universities. Journal of Beijing Sport University (03),98-101.

Wang ao zhou. (2020). Xinyang rural primary school sports teachers' professional identity status and influence factors of research (master's degree thesis, Shanghai normal university).

Wang Caikang, Liu Yong.(2000). Correlation between general self-efficacy and trait anxiety, state anxiety and test anxiety. Chinese Journal of Clinical Psychology (04),229-230. (in Chinese)

Yi meng.(2020). A study on the professional identity and burnout of physical education teachers in Changsha junior high schools (Master's thesis, Beijing Sport University).