ArticleFrontiers in public health2026
The influence of teaching motivation of female physical education teachers in basic education in China on job burnout: the mediating role of professional identity.
Article in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: As professionals entrusted with delivering public education services, teachers are particularly susceptible to job burnout, which is shaped by a combination of individual and environmental factors. This study investigates the mechanisms through which teaching motivation and professional identity influence job burnout among female PE teachers, aiming to provide empirical evidence and actionable recommendations for refining PE policies and enhancing teacher development initiatives. Methods: A nationally representative sample of 2,728 in-service PE teachers (1,758 males and 970 females) at the basic education level in China was recruited. Participants completed standardized scales assessing teaching motivation, teacher job burnout, and professional identity. Data were analyzed using SPSS 26.0 for reliability and validity assessments, exploratory factor analysis, group difference tests, and correlation analyses. Confirmatory factor analysis and structural equation modeling were conducted using Mplus 7.4 to examine model fit and mediating effects. Results: (1) The overall level of job burnout among female PE teachers remained below the clinical threshold; however, significant differences were observed across gender, educational stage, professional rank, teaching experience, and marital and parental status. Furthermore, scores across the dimensions of burnout exhibited notable variation. (2) Internal teaching motivation and professional identity were negatively associated with job burnout, whereas external teaching motivation demonstrated a positive association. (3) Mediation analysis revealed a significant indirect pathway-"intrinsic teaching motivation → professional identity → job burnout"-indicating partial mediation. In contrast, no such mediating pathway was found for extrinsic teaching motivation. Conclusion: Job burnout among female PE teachers in China's basic education is generally within a manageable range, though significant gender and intragroup disparities exist. But emotional exhaustion emerges as a particularly salient concern. Internal and external teaching motivations exert distinct influences on burnout levels, with stronger internal motivation linked to reduced job burnout. Professional identity partially mediates the relationship between internal teaching motivation and job burnout. It is recommended that educational authorities prioritize fostering internal motivation and strengthening professional identity when designing interventions to mitigate teacher job burnout and support the professional growth of PE teachers.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.