Key points are not available for this paper at this time.
Objective: As professionals entrusted with delivering public education services, teachers are particularly susceptible to job burnout, which is shaped by a combination of individual and environmental factors. This study investigates the mechanisms through which teaching motivation and professional identity influence job burnout among female PE teachers, aiming to provide empirical evidence and actionable recommendations for refining PE policies and enhancing teacher development initiatives. Methods: A nationally representative sample of 2,728 in-service PE teachers (1,758 males and 970 females) at the basic education level in China was recruited. Participants completed standardized scales assessing teaching motivation, teacher job burnout, and professional identity. Data were analyzed using SPSS 26.0 for reliability and validity assessments, exploratory factor analysis, group difference tests, and correlation analyses. Confirmatory factor analysis and structural equation modeling were conducted using Mplus 7.4 to examine model fit and mediating effects. Results: (1) The overall level of job burnout among female PE teachers remained below the clinical threshold; however, significant differences were observed across gender, educational stage, professional rank, teaching experience, and marital and parental status. Furthermore, scores across the dimensions of burnout exhibited notable variation. (2) Internal teaching motivation and professional identity were negatively associated with job burnout, whereas external teaching motivation demonstrated a positive association. (3) Mediation analysis revealed a significant indirect pathway-"intrinsic teaching motivation → professional identity → job burnout"-indicating partial mediation. In contrast, no such mediating pathway was found for extrinsic teaching motivation. Conclusion: Job burnout among female PE teachers in China's basic education is generally within a manageable range, though significant gender and intragroup disparities exist. But emotional exhaustion emerges as a particularly salient concern. Internal and external teaching motivations exert distinct influences on burnout levels, with stronger internal motivation linked to reduced job burnout. Professional identity partially mediates the relationship between internal teaching motivation and job burnout. It is recommended that educational authorities prioritize fostering internal motivation and strengthening professional identity when designing interventions to mitigate teacher job burnout and support the professional growth of PE teachers.
Liu et al. (Tue,) studied this question.