This study investigated 613 rural physical education (PE) teachers using an individual-centered latent profile analysis to explore the latent categories of occupational burnout and their relationship with teaching efficacy. Results revealed: (1) Three latent categories of occupational burnout were identified among rural PE teachers: mild (14.36%), moderate (60.52%), and severe (25.12%). (2) Gender, professional title, and teaching experience significantly influenced the latent categories of occupational burnout. (3) Significant differences in teaching efficacy were observed across the three categories, with the low burnout group demonstrating the highest teaching efficacy and the high burnout group showing the lowest. The study elucidates the latent categories of occupational burnout among rural PE teachers and their influencing factors, providing a reference for improving their burnout management.
References
[1] Xue, E., Li, J., Li, X. (2021) Sustainable development of education in rural areas for rural revitalization in China: a comprehensive policy circle analysis. Sustainability, 13(23), 13101.
[2] Roberts, P., Hannum, E. (2018) Education and equity in rural China: a critical introduction for the rural education field. Australian and International Journal of Rural Education, 28(2), 1-1.
[3] Li, J., Shi, Z., Xue, E. (2020) The problems, needs and strategies of rural teacher development at deep poverty areas in China: rural schooling stakeholder perspectives. International Journal of Educational Research, 99, 101496.
[4] Li, J., Xue, E. (2021) “Teach to adapt or adapt to teach”: qualitative study on the new “special-post teachers” in China’s rural schools. Educational Philosophy and Theory, 53(12), 1295-1305.
[5] Shen, L., Zhu, G., Jean, K. M., Cui, Z., Chen, C., Xie, M. (2024) Exploring early career physical education teachers’ professional identity construction in rural China: insights from socio-ecological perspective and practice architectures theory. Sport, Education and Society, 29(1), 58-73.
[6] Springer, A., Oleksa-Marewska, K., Basińska-Zych, A., Werner, I., Białowąs, S. (2023) Occupational burnout and chronic fatigue in the work of academic teachers-moderating role of selected health behaviours. Plos One, 18(1), e0280080.
[7] Skaalvik, E. M., Skaalvik, S. (2020) Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7-8), 602-616.
[8] Stephanou, G., Oikonomou, A. (2018) Teacher emotions in primary and secondary education: effects of self-efficacy and collective-efficacy, and problem-solving appraisal as a moderating mechanism. Psychology, 9(4), 820-875.
[9] Guo, L., Huang, M., Shi, S., Bi, J., Wang, Y., Liang, J., Wang, Y., Sun, A. (2023) Latent analysis of the relationship between burnout experienced by Chinese preschool teachers and their professional engagement and career development aspirations. Early Years, 43(4-5), 1060-1074.
[10] Sun, Y., Wang, B., Ruan, L., Liu, X., Zhen, R. (2025) Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China. Teaching and Teacher Education, 159, 104982.
[11] Liu, S. M., Huang, Y. C., Wang, R. J. (2024) Challenges and professional support for principals at rural schools for sustainable development. Sustainability, 16(21), 9251.
[12] Wang, Y., Xiao, B., Tao, Y., Li, Y. (2022) The relationship between mindfulness and job burnout of Chinese preschool teachers: the mediating effects of emotional intelligence and coping style. International Journal of Environmental Research and Public Health, 19(12), 7129.
[13] Mutluer, Ö., Yüksel, S. (2019) The social status of teaching profession: a phenomenological study. Journal of Teacher Education and Educators, 8(2), 183-203.
[14] Bandura, A., Hall, P. (2018) Albert bandura and social learning theory. Learning Theories for Early Years, 78, 35-36.
[15] Chen, X., Huang, W., Hu, C. (2025) Associations of perceived teacher-student relationship and friendship quality with adolescents’ interest in physical education: a latent profile analysis. Frontiers in Sports and Active Living, 7, 1677083.
[16] Ishibashi, S., Tokunaga, A., Shirabe, S., Yoshida, Y., Imamura, A., Takahashi, K., Kawano, K., Iwanaga, R., Tanaka, G. (2022) Burnout among kindergarten teachers and associated factors. Medicine, 101(38), e30786.
[17] Jeon, H. J., Diamond, L., McCartney, C., Kwon, K. A. (2022) Early childhood special education teachers’ job burnout and psychological stress. Early Education and Development, 33(8), 1364-1382.
[18] Doss, C. A. V., Rachel, J. J., Jarrar, M. T. K., AbuMadini, M. S., Sakthivel, M. (2018) A comparative study to determine the occupational stress level and professional burnout in special school teachers working in private and government schools. Global Journal of Health Science, 10(3), 42.
[19] Ji, D., Yue, Y. (2020) Relationship between kindergarten organizational climate and teacher burnout: work-family conflict as a mediator. Frontiers in Psychiatry, 11, 408.
[20] Yu, Q., Yu, X. (2023) Job burnout among teachers handling English as a foreign language in China: review and prospects. Frontiers in Psychology, 14, 1202830.
[21] Lim, J. (2021) Strengthening teachers’ morale through awards and recognition approach. International Journal of Research Studies in Education, 10(9), 15-22.
[22] Sahito, Z., Vaisanen, P. (2020) A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job. Review of Education, 8(1), 3-34.
[23] Kim, L. E., Jörg, V., Klassen, R. M. (2019) A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31(1), 163-195.
[24] Franco, E., Cuevas, R., Coterón, J., Spray, C. (2021) Work pressures stemming from school authorities and burnout among physical education teachers: the mediating role of psychological needs thwarting. Journal of Teaching in Physical Education, 41(1), 110-120.
[25] Zhu, M., Liu, Q., Fu, Y., Yang, T., Zhang, X., Shi, J. (2018) The relationship between teacher self-concept, teacher efficacy and burnout. Teachers and Teaching, 24(7), 788-801.
Share and Cite
Zhou, C., Huang, W., Hu, C. (2025) The Potential Categories of Rural PE Teachers’ Job Burnout and Its Relationship with Teaching Efficacy. Global Education Bulletin, 2(6), 100-109.