UWEC CERCA 2026

Burnout is one of the most frequently cited reasons teachers leave the profession, with early-career educators demonstrating heightened vulnerability. This study examined the prevalence and characteristics of burnout among physical education teachers within their first ten years of teaching in Wisconsin, with an emphasis on understanding why burnout emerges early in the profession. A quantitative, cross-sectional design was employed, and an online survey was distributed via Qualtrics. Burnout was measured using the Maslach Burnout Inventory-Educators Survey (MBI-ES), a validated instrument assessing three dimensions of burnout: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Participants also responded to open-ended questions to provide additional insight to their experiences. Findings revealed that Emotional Exhaustion was the most prominent dimension of burnout, with respondents reporting persistent fatigue and emotional strain throughout the school week. No significant elevations were observed in Depersonalization or reduced Personal Achievement. Qualitative responses identified workload, limited preparation time, scheduling demands, compensation concerns, and insufficient administrative support as primary contributors to burnout. Overall, results suggest that structural and organizational factors play a central role in the development of burnout among early-career physical education teachers.