ESP-4030

Published

2025-10-28

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Vol. 10 No. 10 (2025): Published

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Research Articles

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Copyright (c) 2025 Jiang Weiwei, Mohamad Nizam Nazarudin, Nur Shakila Mazalan

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How to Cite

Jiang Weiwei, Mohamad Nizam Nazarudin, & Nur Shakila Mazalan. (2025). Social Support and Burnout in Special School Physical Education Teachers: An Observational Systematic Review and Meta-Analysis. Environment and Social Psychology, 10(10), ESP-4030. https://doi.org/10.59429/esp.v10i10.4030

Social Support and Burnout in Special School Physical Education Teachers: An Observational Systematic Review and Meta-Analysis

Jiang Weiwei

Faculty of Education Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia

Mohamad Nizam Nazarudin

Faculty of Education Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.

Nur Shakila Mazalan

Faculty of Education Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia


DOI: https://doi.org/10.59429/esp.v10i10.4030


Keywords: Social support; burnout; special school PE teachers; emotional exhaustion; depersonalization; personal accomplishment; systematic review; meta-analysis

Abstract

Background: Burnout significantly compromises the well-being and professional efficacy of special education teachers, particularly those involved in physical education roles within special school contexts. Although social support is recognized as a key protective resource against occupational stress, its effectiveness in buffering burnout among special school physical education teachers remains inadequately synthesized.

Aim: This systematic review and meta-analysis aimed to comprehensively evaluate the protective role of social support against burnout dimensions among special school physical education teachers.

Methods: We conducted an observational systematic review and meta-analysis in accordance with PRISMA guidelines, synthesizing evidence from predominantly cross-sectional studies. Although causality could not be inferred, the synthesis provides valuable insight into patterns of associations between social support and burnout. Random-effects meta-analyses were conducted using standardized mean differences (SMD), with heterogeneity assessed by I² statistics.

Results: Eight studies (total sample n=5,478 teachers) were included. The meta-analysis revealed significant protective effects of social support against emotional exhaustion (SMD=0.61, 95% CI: 0.45–0.77, p<0.0001, I²=81.1%), depersonalization (SMD=0.67, 95% CI: 0.57–0.77, p<0.0001, I²=45.6%), and diminished personal accomplishment (SMD=−0.91, 95% CI: −1.05 to −0.77, p<0.0001, I²=44.0%). Qualitative insights underscored the critical importance of administrative and collegial support, highlighting contextual variations in support effectiveness.

Conclusion: Robust social support significantly buffers burnout among special school physical education teachers across multiple burnout dimensions. Targeted school-based interventions fostering comprehensive support mechanisms are crucial. Further longitudinal research exploring culturally tailored support strategies is recommended to strengthen evidence-based policy and practice.

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