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Journal of Advances in Developmental Research 2 (2) 2011 : 268-272

Research ArticleAvailable online at www.journal-advances-developmental-research.com

Journal of Advances in Developmental ResearchISSN: 0976-4704 (Print), e-ISSN: 0976-4844 (Online)

J.Adv.Dev.Res. Volume 2, No.2, December 2011

A Study of Stress and B urnout Between S chools and

Universitie ’s Physical Education Teachers

Sisodiya Aman Singh* and Arora Deepika

*Corresponding author, Department of Physical Education, Jai Naraien Vyas University, Jodhpur,

Rajasthan, Email:[email protected]

Abstract

The data pertaining to the psychological characteristics were collected from 50 subjects (25

subjects from college/universities, while another 25 subjects were from schools), who were selected

from different organizations either affiliated to the government, to public or private sector, to

different boards or universities, who are engaged in teaching and coaching either at school, college

or university level. Psychological questionnaires were administered to the subjects. The stress and

burnout between the physical educationists of school, college or university level, was find out using

Stress Diagnostic Survey and Maslach Burnout Inventory method, respectively. All the selected subjects

were informed about the aims and objectives of the present work and requested for their cooperation.

The subjects were explained about different variables required for the study with necessary instructions.

The scholar contacted the physical education teachers personally and their sincere cooperation was

solicited. Results show a significant difference between the mean scores of physical educationist of

school, college or university level, in relation to stress and burnout. The correlation between physicaleducationists of school, college or university level, in relation to stress and burnout was also found

significant at 0.05 levels of significance.

Introduction

Sports form an important aspect of life.

They play a vital role in bringing about physical,

mental and social growth of the nation. The past

few decades have witnessed man on innovation in

this area. Sports are becoming increasinglysophisticated, technical, gaining popularity as

separate profession with expansion of educational

facilities in the country. More young people are

taking part in sports as a daily feature of their life.

The participation in sports and physical fitness

increase an individual’s productivity, and also

promotes social harmony and discipline.

Sports psychology is the scientific study of

behaviour in sports or sports related context. It is

an attempt to understand ‘how and why’ underlying

sports behaviour. Sports psychology is defined as

the study of mental processes related to human

sports performance. It consists of theories and laws

of learning, the important of reinforcement, and

the linking of perceptual abilities with motor

performance contribute to the body of knowledge.

Sports psychologists utilize the information when

studying topics such as achievement motivation,

arousal, attribution and personality development1.

The application of psychological principles

to the improvement of performance in sport has



269 A.S. Sisodiya and D. Arora

received greater attention today. There are certain

accepted psychological principles which have to be

applied so that the athletes and players are able to

show their best in their performance. It is important

to know about the role of emotional phenomenon

like incentive motivation, achievement motivation,

state and trait anxiety and sport competitionanxiety of the players during training as well as

competitive situations2.

Basic research in psychology includes

perception, cognition, attention, emotion,

motivation, brain functioning, personality,

behaviour, and interpersonal relationships. Some,

especially depth psychologists also consider the

unconscious mind. Psychologists employ empirical

methods to determine causal and correlational

relationships between psychosocial variables. In

addition, or in opposition, to employing empirical

and deductive methods, clinical psychologists

sometimes rely upon symbiotic interpretation and

other inductive techniques.

Physical activity positively influences

physical and psychological health at all stages of

life cycle, thus the promotion of physical activity is

an effective means of ‘improving health and

enhancing function and quality of life’. Young

individuals have increased their involvement in

physical activity and competitive sport; there have

indeed been corresponding psychological benefits.

Some of these benefits include enhanced

motivation, increased self-concept and improved

mood states.

Feeling of constant stress leads to

exhausted feeling (Physically, mentally and

emotionally) which may be termed as burnout.

Effective burnout-busting strategies include

taking care of one emotionally and physically,

asking for help when one need it, and staying connected to other people.

Experimental

Select ion of Subject

The subject of this study were the coaches,

teachers or administrators selected from different

institutions either affiliated to the government

at the centre or in the state, to public or private

sector or to different boards/universities who are

engaged in physical education activities i.e.,

coaching, teaching and administration. The totalnumbers of subjects for this study were 50

physical educationists (25 from colleges/

universities, while another 25 subjects were from

schools).

C r i terion Measu r ed

Two criteria i.e. stress and burnouts were

measured between subjects.

Administration of tests

Stress Diagnostic survey:

Stress Diagnostic questionnaire contained

the stress diagnostic survey (SDS) a

multidimensional self-reporting inventory

designed to measure employee’s perception of

stress. The latest version of stress diagnostic

survey contains 75 items that reflect perceived

stress in terms of 17 work-related dimensions.

These 17 dimensions are categorized as Macro-

stressors and Micro-stressors. The macro-

stressors are related to organizational agencies

while the micro-stressors are more related to the

person’s job. Each dimension contains four items.

Respondents indicate the frequency the condition

on a 7 point scale ranging from “never” to

“always”. The stress diagnostic survey is widely

used and has a high degree of internal consistency

and retest reliability.

These 17 dimensions are categorized as

either macro-stressors (Politics, Human resource

development, Rewards, Participation,

Underutilization, Supervisory style, Organization

structure and Work flow) or micro-stressors (Role

ambiguity, Role conflict, Quantitative for people,

Time pressure, Job scope and Technology).

Details of these variables are given below.

Subject were asked to circle the appropriate

number for each item that describes best for how

frequently each item is a source of stress at work




place. The subjects were described the different

numbers to be circled by them as;

Circle 1 if the condition described is never a

source of stress.

Circle 2 if it is rarely a source of stress.

Circle 3 if it is occasionally a source of stress.Circle 4 if it is sometimes a source of stress.

Circle 5 if it is often a source of stress.

Circle 6 if it is usually a source of stress.

Circle 7 if it is always a source of stress.

Mas lac h B u r n ou t In v en tory

The third part of the questionnaire

contained the Maslach Burnout Inventory (MBI).

The Maslach Burnout Inventory is a self

reporting instrument with three sub scalesdesigned to measure burnout. It encompasses

emotional exhaustion, depersonalization and lack

of personal accomplishment.

Emotional Exhaust ion

It consists of nine items and assesses

feelings of being emotionally over-extended and

over-exhausted by one’s work.

Depersonal izat ion

It includes five items that measure an

unfeeling and impersonal response towards

recipients of one’s service, care, treatment or

instruction.

Per son a l A c c om pl i sh m en t

It consists of eight items; sub scale

assesses the feelings of competence and successfulachievement in one’s work with people.The purpose of Maslach Burnout Inventory is to

find out, how coaches view their job and the

people when they work closely. A total of 22statements of job related feelings were describedto the subject for three subscales as mentioned

above. The subjects were asked to read thestatement carefully and answer after deciding if they were ever felt this about their job. The

subjects were asked to tick the number that bestdescribes their feelings.

Statistical Analysis

The data collected were calculated using descriptive

statistics and t-test. Further the data were

analyzed using product moment correlation

coefficient.

Results and Discussion

Table 1. Descriptive statistics of stress between

college/universities and schools physical

educationists

College/Univers ity School

Mean 225.76 276.68

Standard Deviation 29.697 24.951

Range 119 108

Minimum 167 212

Maximum 286 320

N 25 25

Table 2. Descriptive statistics of burnout between


educationists

College/Univers ity SchoolMean 42.64 57.88

Standard Deviation 3.534 9.134

Range 13 36

Minimum 37 40

Maximum 50 76

N 25 25

The purpose of this study was many folds

and revealed some specific differences between the

physical educationists of college/universities and

schools. Before getting into conclusion of the study,it should be understood that, physical educationists

are the architects of sports in education system and

has multiple role in the life of sportsmen during

their student life. Their positive contribution

certainly helps any society or country to grow with

proper ratio.



271 A.S. Sisodiya and D. Arora

Table 3. t- ratio of the means of stress between


educationists

Physical education ists t-ratio

C o lle g e/ Un iv e rs it ie s S ch o ol s

Mean 225.76 276.68 6.563*S.D 29.697 24.951

*significant at 0.05 level

Table 4. t- ratio of the means of burnout between


educationists

G am e t-ratio

In div id ua l g am e T ea m ga me

Mean 42.64 57.88 7.779*

S.D 3.534 9.134


Table 5. Correlation coefficient of stress between


educationists

Physical educationists Correlation of coef fic ient

College/Universities -0.01597

Schools

Table 6. Correlation coefficient of burnout between


educationists

Physical educationists Correlation of coef fic ient

College/University 0.00914

Schools

T a b l e 7 . Correlation coefficient of stress and

burnout between college/universities physical

educationists

Physical educationists Correlation of coef f ic ient

Stress 0.709768*

Burnout


Table 8 . Correlation coefficient of stress and

burnout between schools physical educationists

Physical educationists Correlation of coef f ic ient

Stress 0.787557*

Burnout


The mean score of schools physical

educationists were found higher than the physical

educationists of college/universities in relation to

stress (Table 1). The result of the study revealed

significant difference between the mean scores of

physical educationists of college/universities and

schools (Table 3). High level of stress in the schools

physical educationists than the physical

educationists of college/universities might be

attributed to their job assignment. This fact is quitereasonable that, satisfying head of the institution

at a time is tough than to satisfy players. The needs,

temperament and working conditions of schools

physical educationists vary from each other; this

takes lot of efforts to sublimate those inputs on one-

to-one basis. Sometimes schools physical

educationists may not succeed in their efforts

resulting in to failed performance, which may also

lead to stress. The total quantitative overload may

also lead the extent of stress. In other words stress

may also be created by too great a volume of workto be accomplished in the allotted time. The

difference in stress level between the physical

educationists of college/universities and schools

may also be due to micro-stressors like; role

ambiguity, role conflict, career progress, time

pressure etc. The result of present study is also on

the line of the studies conducted previously3. They

found different exploratory and confirmatory

factors along with administrative constraints like

increased workload and excessive meetings as

principal form of stress.

Mean, standard deviation, range, minimum

and maximum values for burn out were found

higher in school’s physical educationists than that

of college/universities (Table 2). The effect was also

found significant (Table 4). Sources of burnout

indicated factors like, performance, lack of

recognition, time pressure and interpersonal




conflict3. These factors accounting for burnout can

also be predictor; attributed to the emotional

exhaustion and lack of personal accomplishment.

The prevalence of burnout was also studied

previously 4 and a positive and significant

relationship was found attributed among sex, age,

marital status and coaching appointment. A studyabout burnout among hospital social workers was

conducted5 and results show that lack of education

and lack of experience were the key factor for

burnout. The result of present study may also be

attributed to the emotional maturity, role conflict,

role ambiguity, role assignment, over load,

experience, personal relationship and active

participation of the physical educationist. A study

on college and school coaches was carried out6 to

determine burnout in relation to their leadership

style and concluded that burnout and leadershipstyle have a significant relationship.

Correlation between college/universities

and schools physical educationists for stress and

burnout was found non-significant (Table 5 and 6)

but a significant relationship was revealed within

the physical educationist of college/ universities and

schools level in relation to their stress and burnout

level (Table 7 and 8). The fact may be attributed to

the emotional maturity which seems to be at

different level for the entire physical educationists

as the age variation factor was high.

References

1. Angela L. 1986. Physical Education: A Contemporary

Introduction.Saint Louis: Times Mirror /Mosby

College Publishing.

2. Singh A. 1992. Sports Psychology: A Study of Indian

Sportsmen. Delhi: Friends Publications.

3. Rainey DW. 1995. Sources of Stress, Burnout and

Intention to Terminate among BasketballReferees. Journal of Sport Behavior, 22: 453-

459.

4. Karen E. 1993. Occupational burnout in physical

Education Faculties. Dissertation Abstract

International , 54, 01: 123-A.

5. Itschaki N. 1994. Occupational stresses and burnout

among hospital social workers. Dissertation

Abstract International , 55, 03:740-A.

6. Dale J and Weinberg R. 1989. Burnout in Sport:

Review and Critique, University of north Texas,

Denton. USA Applied sports Psychology, 2: 67-

83.

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