Psychosocial status of Physical Education teachers according to socio-demographic characteristics (Condición psicosocial de los profesores de Educación Física según las características sociodemográficas)

Abstract

Currently, teachers are exposed to psychosocial risks specific to the educational context and it is important to overcome and anticipate the adversities involved. Therefore, this study aims to analyse the levels of stress, burnout syndrome and resilience in physical education teachers, as well as to establish the existing relationships according to gender and socio-occupational situation. The study had a non-experimental, descriptive, comparative and correlational design, with measurement in a single group. The sample consisted of 415 physical education teachers from all over Spain, with an age range of 21-53 years (M=28.78±6.15) and a heterogeneous distribution, representing 69.4% of the male gender and 30.6% of the female gender. The Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI), the Connor-Davidson Resilience Scale (CD-RISC) and an Ad-Hoc questionnaire were used to record socio-demographic aspects. Finally, it is observed that, for burnout syndrome, the subscale with the highest score is emotional exhaustion, followed by self-fulfilment and depersonalisation. For resilience, the highest scoring subscale is personal competence, followed by positive acceptance, control and purpose, tolerance of negative events and spiritual influences.
 Resumen. Actualmente, los docentes están expuestos a riesgos psicosociales propios del contexto educativo y es importante superar y anticiparse a las adversidades que ello conlleva. Por ello, este estudio pretende analizar los niveles de estrés, síndrome de burnout y resiliencia en profesores de educación física, así como establecer las relaciones existentes en función del género y la situación sociolaboral. El estudio tuvo un diseño no experimental, descriptivo, comparativo y correlacional, con medición en un solo grupo. La muestra estuvo compuesta por 415 profesores de educación física de toda España, con un rango de edad de 21-53 años (M=28,78±6,15) y una distribución heterogénea, representando el 69,4% del género masculino y el 30,6% del género femenino. Para registrar los aspectos sociodemográficos se utilizó la Escala de Estrés Percibido (PSS), el Inventario de Burnout de Maslach (MBI), la Escala de Resiliencia de Connor-Davidson (CD-RISC) y un cuestionario Ad-Hoc. Finalmente se observa que, para el síndrome de burnout, la subescala con mayor puntuación es el agotamiento emocional, seguida de la realización personal y la despersonalización. Para la resiliencia, se observa que la subescala con mayor puntuación es la competencia personal, seguida de la aceptación positiva, el control y el propósito, la tolerancia a los acontecimientos negativos y las influencias espirituales.

Psychosocial and physical activity levels in elementary school education pre-service teachers

“…Madigan and Curran (2020) affirmed that when facing an academic task, if it is prolonged over time, emotional exhaustion increases, increasing burnout levels. Likewise, it has been observed that the work and educational environments are two contexts where burnout levels increase the most due to the emotions experienced and the burnout process they cause (González-Valero et al, 2022). The research carried out by Saavedra et al (2021) found that repeating an exam to apply for a job generates emotional exhaustion the more times it is taken.…”

“…It plays a fundamental role in the achievement of different academic goals (Yun et al, 2020). Resilience has been observed that this ability acts beneficially in the face of negative stimuli in the academic environment (González-Valero et al, 2022). Chmitorz et al (2018) state that students who show higher levels of resilience obtain greater academic satisfaction when facing an evaluative test.…”

“…Performing tasks with low levels of motivation can lead to a condition known as burnout syndrome (Trigueros et al, 2020). It is defined by González-Valero et al (2022) as a phenomenon characterised by low levels of tolerance, low commitment to the task at hand, emotional exhaustion together with the appearance of physical and psychological fatigue.…”

“…Other studies also state that burnout syndrome can be characterised by depersonalisation, emotional exhaustion and low self-fulfilment (González-Valero et al, 2022), affecting other areas such as self-concept (Méndez et al, 2020). Prolonged exposure to a high level of burnout can be detrimental to physical and mental health.…”

Burnout Syndrome, Stress and Study Hours in the Selection Process for Educational Teaching Staff: The Role of Resilience—An Explanatory Model

“…In academia, Fullerton et al (2021) state that resilience plays a fundamental role in the achievement of academic goals. Similarly, Mcdermott et al (2020) and González-Valero et al (2022a) add that factors such as self-efficacy, planning, stress management and persistence play a key role in achieving academic success. Jordan et al (2020) assessed levels of burnout and resilience over the course of an academic year, concluding that stress levels increased significantly when an assessment test was approaching.…”