Psychosocial status of Physical Education teachers according to socio-demographic characteristics

  1. Gabriel González Valero
  2. Alejandro Bastida Castillo
  3. Carlos David Gómez Carmona
  4. Juan Antonio Corral Pernía
  5. Eduardo Melguizo Ibáñez
  6. Pilar Puertas-Molero
Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726 1988-2041

Year of publication: 2022

Issue: 44

Pages: 1090-1098

Type: Article

DOI: 10.47197/RETOS.V44I0.91907 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Sustainable development goals

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.

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