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Background <p>To investigate the relationship between occupational stress and burnout among primary and secondary school physical education (PE) teachers and its underlying mechanisms.</p> Method <p>Study 1 utilized a large cross-sectional sample of 4,397 teachers and employed multiverse-style analysis to examine the robustness of the relationship between occupational stress and burnout. Study 2 applied a 21-day diary method to a sample of 324 teachers to explore the intrinsic mechanisms through which occupational stress affects burnout.</p> Results <p>Study 1 found a positive and robust relationship between occupational stress and burnout. Study 2 revealed that rumination and negative emotions act as a chain mediation mechanism in the influence of occupational stress on burnout.</p> Conclusion <p>These findings have significant practical and theoretical implications for improving the quality of physical education and students’ physical fitness.</p>

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The relationship between occupational stress and burnout among primary and secondary school physical education teachers: evidence from multiverse-style analysis and diary method

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月2日

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  • Xiaowen Li,
  • Hao Xu,
  • Jia Zhang,
  • Xiaofeng Cao

摘要

Background

To investigate the relationship between occupational stress and burnout among primary and secondary school physical education (PE) teachers and its underlying mechanisms.

Method

Study 1 utilized a large cross-sectional sample of 4,397 teachers and employed multiverse-style analysis to examine the robustness of the relationship between occupational stress and burnout. Study 2 applied a 21-day diary method to a sample of 324 teachers to explore the intrinsic mechanisms through which occupational stress affects burnout.

Results

Study 1 found a positive and robust relationship between occupational stress and burnout. Study 2 revealed that rumination and negative emotions act as a chain mediation mechanism in the influence of occupational stress on burnout.

Conclusion

These findings have significant practical and theoretical implications for improving the quality of physical education and students’ physical fitness.