• The Relationship between Negative Behaviors of Students with Intellectual Disabilities in Physical Education and Sports Lessons and Teachers’ Burnout Levels

    Author: Bilal Çoban
    Author: Yunus Emre Karakaya
    Author: Tamer Karademir
    Year of publication: 2016
    Source: Show
    Pages: 223-234
    DOI Address: https://doi.org/10.15804/tner.2016.45.3.18
    PDF: tner/201603/tner20160318.pdf

    The purpose of this study was to reveal the relationship between the behaviors of students in physical education and sports lessons in Special Education Application Centers in Turkey and the burnout levels of physical education and sports teachers. The sample group of the study comprised 195 physical education and sports teachers who work in Special Education Application Centers. The data gathered from the study group were statistically analyzed using SPSS 18.0 for package software. In conclusion, the obtained findings demonstrated that the physical education and sports teachers in the study group were faced with the reality of burnout.

  • Emotional intelligence and burnout in the teaching profession

    Author: Irena Przybylska
    Year of publication: 2016
    Source: Show
    Pages: 41-51
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.03
    PDF: tner/201601/tner20160103.pdf

    The presented study employed an emotional intelligence framework as a means of explicitly examining the emotional competences and experiencing job satisfaction or burnout. Emotional intelligence is hypothesized to have a positive relationship with higher job satisfaction and negative with burnout. Firstly, the variables are discussed on the basis of existing concepts and research. The second part presents my own research: methodology outline, main data and discussion. Results showed that emotional intelligence was a  negative significant predictor (r=0.54, p<0.05) of burnout symptoms, and a positive significant predictor of job satisfaction (r=0.37, p<0.05). The paper concludes with a discussion of the pedagogical implications, teaching professionalization and recommendations for future research.

  • Związek zaangażowania w studiowanie i wypalenia studiami z osiągnięciami akademickimi

    Author: Konrad Kulikowski
    Year of publication: 2016
    Source: Show
    Pages: 180-196
    DOI Address: https://doi.org/10.15804/kie.2016.01.10
    PDF: kie/111/kie11110.pdf

    This study addresses the question how students’ engagement and burnout are related to academic achievement the grade point average and the number of passed exams. The study involved 205 students. Multiple regression analysis indicated that burnout is direct significant predictor of grade point average, but the engagement is not. Relation between students’ engagement and the grade point average was mediated by level of burnout. Further analysis revealed that students who have passed all the exams in the first term were characterized by lower level of burnout than students who have not passed all the exams in the first term. However, students from both groups did not differ, in the level of study engagement. The results indicate that high academic achievement is related to the lack of a burnout rather than the presence of engagement. Results also show that the grade point average and the number of passed exams are poor indicators of the level of students’ engagement.

  • The Self-efficacy of Physical Education Teachers and Burnout in the Teaching Profession

    Author: Krzysztof Sas-Nowosielski
    Institution: The Jerzy Kukuczka Academy of Physical Education
    Author: Agnieszka Kowalczyk
    Institution: Jan Dlugosz University in Czestochowa
    Year of publication: 2019
    Source: Show
    Pages: 179-188
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/201904/tner5814.pdf

    Teachers, including physical education (PE) teachers, are at risk of burning out in their work. The consequences of this syndrome have a negative impact on the teacher themselves and on their students. Therefore it is very important to identify factors that may prevent its occurrence. Self-efficacy is considered one such factor. The aim of the study was to determine if self-efficacy specific to PE teachers is related to their burnout. The study was conducted using a survey method, with the use of the Physical Education Teaching Efficacy Scale [PETES] and the Maslach Burnout Inventory. A total of 401 PE teachers were surveyed. PE teachers turned out to be rather moderately burnt out, except for one dimension - a reduced sense of personal accomplishments - which in almost the whole sample reached high values. Regression analyses conducted for all three dimensions of burnout were significant, explaining from 4% up to 10% of the variance. The dimension of accomplishments was positively predicted by two kinds of self-efficacy: applying scientific knowledge in teaching PE, and teaching students with special needs. Emotional exhaustion was significantly and negatively predicted by assessment efficacy, and using technology efficacy, and positively by accommodating skill level differences of efficacy. Finally, depersonalization was negatively predicted by instructional efficacy.

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