Date of Award
Doctor of Education in Teacher Leadership (Ed.D)
Dr. Miyoshi Juergensen
First Committee Member
Dr. Mei-Lin Chang
Second Committee Member
Dr. Chinasa Elue
Teaching at any level is a high-stress profession, and high levels of stress may result in increased rates of teacher burnout. The implications of teacher burnout are related to physical and emotional health problems for teachers, reduced student academic performance, and increased rates of teacher migration and attrition. One strategy for mitigating teacher burnout is to increase levels of physical activity. The purpose of this study was to examine the relationship between level of physical activity and teacher burnout among high school teachers. The International Physical Activity Questionnaire (IPAQ) and the Burnout Assessment Tool (BAT-23) were used to determine levels of physical activity and teacher burnout respectively. High school teachers at three high schools in the same school district responded to the digital questionnaire (n = 243). Physical activity, teacher burnout, and demographic variables (age, gender, race, education level, experience, subject taught, and school) were used to conduct a Pearson’s correlation, multivariate analysis of variance, and a multiple regression analysis.
Findings indicated there was a statistically significant negative correlation between physical activity participation and teacher burnout, there was a significant difference in teacher burnout among physical activity levels, and that physical activity participation was a significant predictor of teacher burnout. These findings indicated there is a relationship between physical activity participation and teacher burnout, specifically emotional exhaustion, and conclude that physical activity should be considered when determining methods for teacher burnout mitigation. Teachers should focus on levels of physical activity to better serve themselves, their students, and their school culture.