Open AccessThe effects of burnout caused by teaching practicum on the intention to change teaching career path among PE major students: Moderating effect of active motivation based on affect infusion model
Author(s) -
정영로,
권형일,
백주해
Publication year - 2019
Publication title -
cheyuk gwahag yeon-gu/cheyug gwahag yeon'gu
Language(s) - English
Resource type - Journals
eISSN - 2233-7938
pISSN - 1598-2920
DOI - 10.24985/kjss.2019.30.4.828
Subject(s) - depersonalization , psychology , emotional exhaustion , burnout , practicum , moderation , path analysis (statistics) , competence (human resources) , affect (linguistics) , social psychology , clinical psychology , developmental psychology , mathematics education , statistics , mathematics , communication
Purpose This study has four objectives. First, the study attempted to see if trainee teachers in PE experienced a higher level of burnout as their experience as trainee teacher accumulated. Second, the current study explored whether female trainee teachers experienced a higher level of burnout than their male counterpart. Third, the study examined whether self-efficacy of trainee teachers had a significant causal relationship on the level of burnout. Forth, the study looked into the possible moderating effect of motivation in the relationship between burnout and intention to change their career path. Methods The data for the study were collected from 112 trainee PE teachers of middle and high schools in Seoul and its vicinity. The data were analyzed with the SPSS statistical package. Results First, the trainee teachers’ level of burnout increased between 2nd week and 4th week and the increase was statistically significant except in the sub-dimension of depersonalization. Second, female trainee teachers showed a higher level of emotional exhaustion than their male counterpart. However, male trainee teachers showed a higher level of diminished personal accomplishment than their female counterpart. Depersonalization did not show any statistical mean difference between male and female groups. Among the four teacher self-efficacy sub-dimensions, only teaching competence showed statistically significant negative influence on emotional exhaustion. Lastly, trainee teachers’ level of motivation worked as a significant moderator in the relationship between emotional exhaustion and intention to change their career path.