Differences in Levels of Job Burnout, Role Ambiguity and Role Conflict in Physical Education Teachers

The purpose of this investigation was a) to examine the levels of job burnout, role conflict and role ambiguity of the physical education teachers, and b) examine whether there are differences in burnout, role conflict and ambiguity experienced by teachers during the school year (beginning and end). The sample consisted of 112 physical education teachers of secondary education (75 men and 37 women) (N = 112) with an average age M = 41.70 years (SD = 6.49), for males M = 42.36 years (SD = 6.82) and women M = 40.33 years (SD = 5.56). The results showed that teachers had low levels of burnout, emotional exhaustion had Mean = 14.1 (SD = 9.9), the depersonalization had M = 3.2 (SD = 4.6) and levels of personal achievement was very high M =52.3 (SD = 6.2), suggesting that teachers feel very capable. The levels of role conflict found moderate M = 3.26 (SD = .1.31), while that of role ambiguity was low M = 1.99 (SD = .92). The paired samples t test analysis showed constant levels of role ambiguity, role conflict and depersonalization as the only dimension of burnout, which averages differed significantly in both measurements at the beginning and end of the school year.