Abstract
Due to the COVID-19 pandemic, it was decided to conduct educational activities online and the burnout status of teachers who suddenly switched to distance education became a matter of curiosity. This study was carried out to examine the burnout levels of physical education and sports teachers during the Covid-19 period and to examine possible changes that may occur after this process by getting information about how they will approach their profession. profession and students. In this context, the research group consists of 210 physical education and sports teachers, 142 men and 68 women. These teachers took a break from face-to-face education due to the pandemic and continued their lessons with online education. The Maslach Burnout Inventory and 3 semi-structured questions were used to find out the emotional states of physical education and sports teachers and how they approached students during and after the pandemic. IBM SPSS 22 statistical program was used in the analysis of the data obtained from the scale. Analysis of normality showed that the data were normally distributed. Parametric test independent samples t-test was used to compare paired groups, one-way ANOVA was used to compare more than two groups and the level of significance was accepted as (p)<.05. In addition, the content analysis method was used in the analysis of the data obtained from the semi-structured interview form. The results showed that physical education and sports teachers participating in the study experienced moderate burnout. It was determined that the most negatively affected aspect of teachers was emotional exhaustion during the Covid-19 pandemic. There was no significant difference between the burnout levels of physical education and sports teachers according to the variables of gender, age, professional seniority, the type of sports they do. Physical education and sports teachers stated that they missed their students and they wanted face-to-face education to start at school, while more than half of the teachers stated that their attitudes to students will change after the pandemic.
Highlights
As of 2020, Covid-19 emerged in many countries of the world and various measures had to be taken all over the world to prevent the spread of the epidemic
The results showed that physical education and sports teachers participating in the study experienced moderate burnout
A great majority of physical education and sports teachers who were away from their students during practices due to Covid-19 pandemic experienced negative emotional states (Table 8) in the pandemic, their burnout scores (Table 2) show that they were able to cope with this negative process
Summary
As of 2020, Covid-19 emerged in many countries of the world and various measures had to be taken all over the world to prevent the spread of the epidemic. 2020 Covid-19 pandemic has shown an immediate requirement for a global and unplanned change in school education. When schools were closed all around the world to protect educators’ and children’s health, a large number of educators rapidly turned to distance education, which includes technology. Researchers in education have repeatedly emphasized how important teachers are as frontline workers in education reform (Kin & Kareem, 2016). During this process, it was suggested that teachers had to work for a successful education, while planned behavior models and attitudes of teachers had to be considered to understand teachers’ behaviors about Covid-19 (Ajzen, 2015). It is thought that one of the most important changes pandemic caused in educational practices is the transition to online education. Teachers needed to adapt pedagogic practices to their courses to maintain a pedagogical connection with their
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