Occupational Stress, Coping Strategies, And ‎Burnout Among Physical Education Teachers at ‎Private Universities in Yunnan Province, China: The ‎Moderating Role of Regional Cultural Context

บทคัดย่อ

Grounded in the Job Demands–Resources (JD-R) Model, Conservation of Resources (COR) Theory, and the Transactional Model of Stress and Coping, this study examines the relationships among occupational stressors, coping strategies, and burnout among physical education (PE) teachers at private universities in Yunnan Province, China. Given the increasing prevalence of teacher burnout in resource-constrained higher education settings, this study provides a context-specific and theoretically grounded examination of stress mechanisms.   A stratified cluster sampling method was employed, yielding 396 valid questionnaires from nine institutions. Structural equation modeling (SEM) was used to test the hypothesized relationships.

            The results indicate that occupational stressors significantly and positively predict coping strategies (β = 0.392, p < 0.001) and directly predict teacher burnout (β = 0.153,                   p < 0.001). Coping strategies also significantly predict burnout (β = 0.635, p < 0.001), partially mediating the relationship between stressors and burnout and accounting for 25.7% of the total effect. In addition, regional cultural context significantly moderates the relationship between occupational stressors and coping strategies (β = 0.23, p < 0.01), with teachers who report stronger multi-ethnic cultural identity being more likely to mobilize social support and adopt adaptive coping behaviors. The model demonstrated good fit indices (CMIN/DF = 2.156, RMSEA = 0.054, CFI = 0.950, GFI = 0.916, NFI = 0.912). These findings provide robust empirical evidence for understanding burnout mechanisms among PE teachers in culturally diverse and resource-limited institutional contexts, and highlight practical implications for targeted interventions at the individual, organizational, and policy levels to effectively mitigate long-term teacher burnout.