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The Effects of Korean Teachers' Physical Activity on Job Burnout

한국 교사들의 신체활동이 직무탈진에 미치는 영향

  • Nam, Yoon Ho (Department of Physical Education, Korea University)
  • 남윤호 (고려대학교 체육교육과)
  • Received : 2019.05.07
  • Accepted : 2019.06.20
  • Published : 2019.06.28

Abstract

The purpose of this study is to determine the impact of physical activity on relieving job burnout among teachers in Korea. To examine this impact, 527 Korean teachers were used in the data analysis. An exploratory factor analysis and internal consistency analysis were employed to verify the validity and reliability of the Maslach Burnout Inventory (MBI-ES), and a t-test and one-way ANOVA were conducted to find the mean differences according to gender, school level, and length of teaching experience. The impact between factors was also verified through correlation and regression analyses. The results of the analyses showed that first, female teachers and teachers with less teaching experience had higher degree of burnout and fewer physical activities compared to male teachers and teachers with longer teaching experience, respectively. Second, teachers' level of moderate-to-vigorous physical activity (MVPA) was negatively correlated with burnout factors. Third, teachers' vigorous physical activity negatively affected depersonalization factors while teachers' sedentary activity positively affected depersonalization factors.

Keywords

Korean teachers;Physical activity;Burnout;Teaching experience;Job stress

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Fig. 1. Differences According to General Characteristics of Teachers

Table 1. General Characteristics of Participants

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Table 2. Configuration of Questions in the MBI-ES

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Table 3. MBI-ES Factor Analysis and Reliability Analysis

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Table 4. Differential Analysis According to General Characteristics of Teachers

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Table 5. Correlation Analysis Between Each Factor

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Table 6. Multiple Regression Analysis of Burnout and Physical Activity of Teachers in Korea

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