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
Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Año de publicación: 2022

Número: 44

Páginas: 1090-1098

Tipo: Artículo

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

Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Objetivos de desarrollo sostenible

Resumen

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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