Comparative effects of three interventions to reduce burnout among Physical Education teachers in special schools in Fujian province
DOI:
https://doi.org/10.47197/retos.v74.118106Keywords:
Burnout, physical education teachers, special schools, mindfulness, job crafting, competence development, randomized controlled trialAbstract
Introduction and Objective: Burnout is a significant occupational hazard among physical education (PE) teachers in special schools. This study aimed to compare the effectiveness of three structured interventions—Mindfulness-Based Stress Reduction for Educators (MBSR-E), Job Crafting with Peer Support (JC+CoP), and Adaptive-PE Competence Boost (APC-Boost)—in reducing burnout symptoms among PE teachers in Fujian province, China.
Methodology: A three-arm randomized controlled trial was conducted over eight weeks with assessments at baseline, mid-intervention, post-intervention, and four-week follow-up. Burnout was measured using the Maslach Burnout Inventory–Educators Survey (Chinese version).
Results: All interventions produced reductions in Emotional Exhaustion (EE) and Depersonalization (DP), and increases in Personal Accomplishment (PA). MBSR-E and JC+CoP showed the largest improvements in EE and DP, while APC-Boost showed more modest but relevant improvements, particularly in PA. At follow-up, MBSR-E and JC+CoP maintained significant effects, while APC-Boost showed partial regression.
Conclusions: Interventions targeting emotional regulation and peer support demonstrated more lasting effects than competence-based approaches alone. Integrated programs combining mindfulness, collaborative networks, and professional skill development are recommended to reduce teacher burnout effectively and sustainably.
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