Exploring Professional Burnout and Resilience in Physical Education Teachers: A Case Study of Kazakhstan
DOI:
https://doi.org/10.47197/retos.v68.113620Keywords:
Burnout, depersonalization, emotional exhaustion, gender, physical education, personal accomplishment, supportAbstract
Introduction: Professional burnout of teachers, affecting professional deformations, causes growing societal concern. High stress in teaching activities leads to the emergence of personality deformation disorders among teachers, especially among physical education teachers. A key factor in reducing or avoiding burnout is resilience.
Objective: The study aims to explore the features of burnout and resilience in the context of the professionalization of a physical education teacher.
Methodology: This study involved 400 physical education teachers in total. This research was carried out using the survey model.
Results: According to the findings, burnout and resilience are inversely correlated, with men reporting more symptoms of burnout and women reporting higher levels of resilience and personal achievement. Accordingly, women have lower levels of depersonalization and emotional exhaustion, which could be explained by resilience as a protective factor against burnout.
Conclusions: Resilience protects Kazakhstani physical education teachers from burnout. Burnout rates may be reduced by enhancing resilience through targeted interventions, career development, and school-based support. Results emphasize the necessity of resilience-building initiatives and educational support that fosters teachers' well-being.
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Copyright (c) 2025 Talgat Yerezhepov, Gulnur Kazakhbayeva, Nurbek Mektepbergenov, Laura Orynbayeva, Tastemir Shadibekov, Saniya Nurgaliyeva
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