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Inclusion and burnout in physical education

Wingate Institute, Israel, feigin{at}wincol.ac.il

Rachel Talmor

Wingate Institute, Israel

Ilana Erlich

Wingate Institute, Israel

This study examined the relationship between inclusion and burnout in physical education teaching. Data were collected from a sample of elementary school physical education (PE) teachers from all six districts in Israel. The research questionnaire included three parts: personal and occupational background, Friedman’s Burnout index and work environment questionnaire. The findings on work conditions in inclusive PE classes were that a majority of teachers reported that the school grounds and sport facilities are not adjusted for students with special needs; it takes too much time for these students to be diagnosed and receive special treatment; there are difficulties in assessing these students, maintaining their safety, using special teaching methods to include them in classes, and reporting to their parents. A factor analysis of items describing work in inclusive classes revealed four factors: the structural, the organizational, the psychological and the social dimensions of the workplace. Results of the regression analysis do not support the first hypothesis that teachers’ personal resources and workload are related to burnout. They do however support the hypotheses that the number of special education students in class is positively related to burnout; the amount of help the teacher receives in treating these students is negatively related to burnout; the more the teachers feel that the structural and the social dimensions at the workplace are incongruent with their work, the more they are burned out.

Key Words: inclusive education • physical education • teacher burnout

European Physical Education Review, Vol. 11, No. 1, 29-50 (2005)
DOI: 10.1177/1356336X05049823


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