Emotional Exhaustion and Motivation in Physical Education Teachers: A Variable-Centered and Person-Centered Approach

Autor/inn/en	Van den Berghe, Lynn; Cardon, Greet; Aelterman, Nathalie; Tallir, Isabel Barbara; Vansteenkiste, Maarten; Haerens, Leen
Titel	Emotional Exhaustion and Motivation in Physical Education Teachers: A Variable-Centered and Person-Centered Approach
Quelle	In: Journal of Teaching in Physical Education, 32 (2013) 3, S.305-320 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Foreign Countries; Physical Education; Physical Education Teachers; Teacher Motivation; Teacher Burnout; Emotional Response; Cluster Grouping; Self Determination; Secondary School Teachers; Professional Autonomy; Principals; Questionnaires; Measures (Individuals); Correlation; Predictor Variables; Statistical Analysis; Profiles; Belgium + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin; Emotionales Verhalten; Eingruppierung; Selbstbestimmung; Berufsfreiheit; Principal; Schulleiter; Fragebogen; Messdaten; Korrelation; Prädiktor; Statistische Analyse; Charakterisierung; Profilanalyse; Belgien
Abstract	Burnout in teachers is related to different maladaptive outcomes. This study aimed at exploring the relationship between emotional exhaustion and motivation to teach in 93 physical education teachers. Results showed that teachers report more emotional exhaustion when they are less autonomously motivated, while the opposite relationship was found for controlled motivation. Next, four motivational profiles were identified by means of cluster analyses: (a) a relative controlled group, (b) a relative lowly motivated group, (c) a relative autonomous group, and (d) a relative highly motivated group. The controlled group reported most emotional exhaustion, whereas the relative autonomous and highly motivated group had the lowest scores on emotional exhaustion. The results indicate that being autonomously motivated may function as a "buffer" against the development of emotional exhaustion. This implicates that it is important for politicians, directors, teachers, and teacher educators to consider teachers' type of motivation to teach to prevent emotional exhaustion. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10