Associations Between Big Five Personality Traits and Burnout Among Secondary Physical Education Teachers in South Korea

TL;DR

This study explores how personality traits relate to burnout in South Korean secondary physical education teachers.

Contribution

It identifies specific personality-burnout associations in a unique professional context.

Findings

Neuroticism strongly predicts emotional exhaustion and depersonalization.

Extraversion and agreeableness reduce burnout dimensions like depersonalization.

Openness correlates with depersonalization, hinting at person-environment misfit.

Abstract

Burnout among physical education (PE) teachers has become an urgent issue due to the profession’s distinctive physical, emotional, and social demands. This cross-sectional study examined the relationships between the Big Five personality traits and occupational burnout among secondary PE teachers in South Korea (N = 240). Burnout was measured using the Maslach Burnout Inventory–Human Services Survey, and personality traits were assessed with the Big Five Inventory. Correlation and hierarchical multiple regression analyses were conducted to explore the associations between personality traits and the three burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Neuroticism was positively associated with emotional exhaustion and depersonalization, whereas extraversion, agreeableness, and conscientiousness were negatively related to these dimensions. Personal accomplishment was positively linked to extraversion, agreeableness, conscientiousness, and openness, and negatively linked to neuroticism. Regression analyses confirmed that neuroticism was the strongest predictor of emotional exhaustion, while extraversion and agreeableness buffered depersonalization. Openness showed a positive association with depersonalization, suggesting a possible person–environment misfit in structured PE contexts. These findings indicate that personality profiles provide valuable insight into burnout vulnerability among secondary PE teachers and underscore the importance of personality-informed strategies to promote emotional well-being and sustainable professional growth.