Work pressures stemming from school authorities and burnout among physical education teachers: The mediating role of psychological needs thwarting

Este estudio analiza el rol mediador de la frustración de las necesidades psicológicas básicas entre las presiones percibidas por el profesorado de EF y el burnout que experimentan.

Purpose: The aim of this study was to examine the role of psychological need thwarting in mediating physical education (PE) teachers’ work pressures stemming from school authorities and burnout. Method: A total of 345 PE teachers (M= 47.46; SD= 8.79) completed some online validated questionnaires. Results: Structural equation modeling (SEM) first revealed that pressures from school authorities predicted needs thwarting which, in turn, predicted burnout. In a second model, in which burnout was deemed as a multidimensional construct, autonomy and competence thwarting was found to predict both emotional exhaustion and depersonalisation. Discussion-Conclusion: These findings suggest that when teachers find themselves pressured by school authorities to act in certain way, they are more likely to feel more exhausted and to adopt more cynical attitudes towards their students due to the thwarting of their basic needs. Practical implications related to school and national policies are discussed.