Professional burnout stories among physical education teachers: A narrative inquiry
DOI:
https://doi.org/10.24200/jonus.vol11iss1pp141-154Abstract
Background and Purpose: This study explores the lived experiences of professional burnout among Physical Education (PE) teachers in higher education, focusing on the emotional, psychological, and environmental stressors that shape their professional well-being. PE teachers often face challenges such as undervaluation, excessive workload, role ambiguity, and poor institutional support—factors that contribute to chronic stress, fatigue, and a diminishing sense of self-efficacy and professional identity.
Methodology: A qualitative narrative inquiry was employed to gain a deeper understanding of burnout as experienced by 10 PE faculty members. In-depth, semi-structured interviews were conducted with the participants, allowing them to narrate their personal struggles and insights related to their profession. The data were analyzed using Colaizzi’s method, which involved extracting significant statements, formulating meanings, organizing themes, and validating the findings through participant feedback.
Findings: This study reveals the multifaceted nature of burnout among Physical Education faculty in higher education, highlighting emotional exhaustion, lack of administrative support, workplace discrimination, and poor technology literacy as key stressors. Participants reported chronic mental and physical strain stemming from overwhelming workloads, toxic environments, and difficulty balancing professional duties with family responsibilities. Discrimination and lack of institutional recognition further diminished morale, leading to disengagement and identity struggles. The abrupt shift to digital learning exacerbated stress, particularly for educators lacking technological proficiency. Health issues such as fatigue, headaches, and digestive problems were common. These findings emphasize the urgent need for systemic reforms, supportive leadership, and inclusive practices to foster well-being, retain educators, and create sustainable teaching environments for PE professionals.
Contributions: These findings emphasize the urgent need for systemic reforms and institutional policies that support teacher well-being, recognition, and professional development. By giving voice to PE educators, the study advocates for a more inclusive and supportive educational environment that addresses the root causes of burnout.
Keywords: Professional burnout, physical education teachers, lived experiences, narrative inquiry.
Cite as: Lopez, H. G. (2026). Professional burnout stories among physical education teachers: A narrative inquiry. Journal of Nusantara Studies, 11(1), 141-154. http://dx.doi.org/10.24200/jonus.vol11iss1pp141-154
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