Burned Out Or Just Frustrated? Reasons Why Physical Education Teachers Leave Their Profession

• Authors: Ryszard Cieśliński , Ernest Szum
• Languages of publication: EN

Abstracts

EN

This work focuses on the reasons why physical education (PE) teachers leave their profession. The study included 80 individuals who decided to leave a teaching profession in 2013. A diagnostic poll method with the use of the QWL (Quality of Work Life) index was employed in the study. It was observed that there are usually a number of reasons why they give up their job, the most important being financial reasons. Their decision is influenced by the accumulation of professional and personal problems as well as their inability to solve them. The findings showed that teachers‘ departure from the profession is generally associated with the issue of burnout; however, financial reasons are most frequently ones that directly affect this decision.

Keywords

EN

education; pedagogics; physical education teachers; life quality; working conditions; leaving a profession

• Publisher: De Gruyter Open
• Journal: Physical Culture and Sport. Studies and Research
• Year: 2014
• Volume: 63
• Issue: 1
• Pages: 29-35

Dates

published

1 - 9 - 2014

online

15 - 11 - 2014

Contributors

author

Ryszard Cieśliński

• Faculty of Physical Education and Sport, Biała Podlaska

author

Ernest Szum

• University of Physical Education, Warsaw

References

• Babbie, E. (2001). The Practice of Social Research. Belmont: Wadsworth/Thomson Learning.
• Cieśliński, R. (2005). Socio-professional situation of physical education teachers. Warszawa: AWF.
• Kazimierowicz, M. (2012). Professional burnout of teachers - fiction or reality? Nowa Szkoła, 10, 26-31.
• Krawczyk, Z. (1978). Graduates of universities of physical education. Social study of the profession. Warszawa: AWF.
• Litzke, S.M. & Schuh H. (2005). Stress, Mobbing und Burn-out am Arbeitsplatz. Heidelberg: Springer-Verlag.
• Louis, K.S. & Smith B. (1990). Teacher working conditions. In P. Reyes (Ed.), Teachers and their workplace: commitment, performance and productivity (pp. 23-47). Newberry Park: Sage.
• Louis, K.S. & Smith B. (1991). Restructuring, teacher engagement and school culture: perspectives on school reform and the improvement of teacher‘s work. International Journal of Research, Policy and Practice, 2(1), 34-52.
• Solomon, M., Worthy T. & Carter J. (1993). The interaction of school context and the role identity of first year teachers. Journal of Teaching in Physical Education, 12, 313-328.
• Sparkes, A.C. & Templin T.J. (1992). Life histories and physical education teachers: exploring the meanings of marginality. In A.C. Sparkes (Ed.), Research in physical education and sport: exploring alternative visions (pp. 118-145). London: Falmer Press.
• Tucholska, S. (2009). Professional burnout in teachers. Psychological analysis of the phenomenon and its conditionings. Lublin: Wydawnictwo KUL.
• Whipp, P.R., Tan G. & Yeo P.T. (2007). Experienced physical education teachers reaching their use-by date: powerless and disrespected. Research Quarterly for Exercise and Sport, no. 78(5), 487

Identifiers

DOI

10.2478/pcssr-2014-0020