The relationship between burnout and job satisfaction among physical                 education teachers: a multivariate approach

Κουστέλιος, Αθανάσιος; Tsigilis, Nikolaos

doi:10.1177/1356336x05052896

Cited by 107 publications

(121 citation statements)

References 43 publications

(79 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research in educational settings has revealed similar findings. For example, Koustelios and Tsigilis (2005) found a moderate to high correlation between job satisfaction and burnout. They suggested that personal accomplishment and emotional exhaustion are the most important antecedents of burnout among Greek physical education teachers.…”

Section: Discussion or Conclusionmentioning

confidence: 99%

“…In comparison with other professions, teachers show high levels of burnout (Aris, 2009;Bauer et al, 2006;Guglielmi & Tatrow, 1998;Kokkinos, 2006;Koustelios & Tsigilis, 2005;Langballe, Falkum, Innstrand, & Aasland, 2006;Maslach, Schaufeli & Leiter, 2001;Pillay, Goddard & Wilss, 2005;Pines, 2002;Tsigilis, Zachopoulou & Grammatikopoulos, 2006).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Burnout among Turkish high school teachers working in Turkey and abroad: A comparative study

Aydoğan

Doğan

Bayram

2017

EJREP

View full text Add to dashboard Cite

show abstract

Section: Discussion or Conclusionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Burnout among Turkish high school teachers working in Turkey and abroad: A comparative study

Aydoğan

Doğan

Bayram

2017

EJREP

View full text Add to dashboard Cite

show abstract

“…Exactly the same association with burnout was reported with regard to the average class size of special education students (Fejgin, Talmor, & Erlich, 2005), and job satisfaction (Koustelios & Tsigilis, 2005). With regard to Job Demand Control model factors, Lee (2004) found that role ambiguity, work overload and role conflict were positively associated with one burnout dimension, i.e.…”

mentioning

confidence: 60%

Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers

Brouwers¹,

Tomic²,

Boluijt³

2011

PsycEXTRA Dataset

View full text Add to dashboard Cite

The aim of the present study, which involved 311 Physical Education (PE) teachers in Dutch schools, was to examine the relationships between job demands, job control, social support and perceived self-efficacy on the one hand and teacher burnout on the other. Based on Karasek's Demands-Control-Support model (1990), it was expected that perceived stringent job demands in combination with perceived lack of control on the job and perceived lack of social support from colleagues, principals and managers could so affect teachers' health that they were likely to suffer from enhanced levels of burnout. Our study partly confirmed results based on the Karasek model. It was also expected that the number of domain-determined self-efficacy beliefs concerning the influence teachers had on job demands would affect their level of burnout. However, this supposition was not supported. Perceived job control was found to have a moderating effect on the relationship between perceived job demands on the one hand and the emotional exhaustion and depersonalization dimensions of burnout on the other. Colleague support had a moderating effect on the relationship between job demands and the personal accomplishment dimension of burnout, whereas managerial support had a moderating effect on self-efficacy beliefs concerning teachers' influence on job demands and personal accomplishment. The study further revealed that PE teachers run a greater risk of falling victim to burnout as they grow older. Implications for future studies are discussed.

show abstract

“…Indication that job satisfaction is primarily affected by "job itself" followed by "supervision" and "working conditions", whereas burnout is affected by "personal accomplishment" and "emotional exhaustion" (Koustelios & Tsigilis, 2005). The results of the studies could be used to determine the need for remedial techniques to reduce the level of burnout if it does exist (Bradfield & Fones, 1984;Fimian, 1980;Taylor & Salend, 1983).…”

Section: Discussionmentioning

confidence: 99%

Job dissatisfaction among certified adapted physical education specialists in the USA

Ješinová¹,

Spurná²,

Kudláček³

et al. 2014

Acta Gymnica

View full text Add to dashboard Cite

Background: Professionals working in the area of special education are exposed to the unique situation of occupational stress. Adapted physical education teachers are experiencing several symptoms of the burnout phenomenon. Objective: The purpose of this study was to identify factors causing job dissatisfaction among certified adapted physical education specialists in the USA. Methods: The survey was developed based on: (a) Herzberg's (1959) theory of job satisfaction, and (b) a pilot study, which examined specific factors of job dissatisfaction among adapted physical education (APE) teachers in the USA. The survey consisted of three parts: (a) demographic information, (b) paired comparison of nine general factors which could cause job dissatisfaction, and (c) paired comparison of ten APE specific factors which could cause job dissatisfaction. The participants were 113 certified adapted physical education specialists (CAPES) (88 females, 25 males), a 38% return rate of all mailed surveys. Results: The results indicated that 39% of CAPES have seriously considered another job outside of APE and 26% of CAPES have actively searched for job outside of APE in the last two years. 113 CAPES indicated the general factors that they found the most dissatisfying in their job (listed accordingly to rank, frequency and percent of times chosen, N for each factor = 1017) were working conditions (644, 71%); policies and administration (619, 68%); interpersonal relationship with supervisors (552, 61%); supervision (484, 54%); salary (404, 45%); interpersonal relationship with subordinates (404, 45%); benefits on job (301, 33%); interpersonal relationship with peers (293, 32%); and job security (245, 27%). 110 CAPES indicated the APE specific factors they found the most dissatisfying on their job (listed accordingly to rank, frequency and percent of times chosen, N for each factor = 990) were paperwork (687, 69%); scheduling (659, 67%); facilities (617, 62%); individualized education plan meetings (464, 47%); travel (450, 45%); number of students (429, 43%); equipment (417, 42%); variability of disabilities (381, 38%); severity of disabilities (357, 36%); and home base (353, 36%). Conclusion: It appears that the efforts should be focused in teacher preparation and in-service support in the areas related to cooperation and communication with school administrators.

show abstract

The relationship between burnout and job satisfaction among physical education teachers: a multivariate approach

Cited by 107 publications

References 43 publications

Burnout among Turkish high school teachers working in Turkey and abroad: A comparative study

Burnout among Turkish high school teachers working in Turkey and abroad: A comparative study

Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers

Job dissatisfaction among certified adapted physical education specialists in the USA

Contact Info

Product

Resources

About