Abstract

The main purpose of this study is to examine the mediating and regulatory role of current classroom levels in the relationship between the school climate as perceived by prospective physical education and sports course teachers and their feelings of burnout. The participants in this study included 303 teaching students, 144 women, and 159 men. The school climate scale and the school burnout scale were used to collect data. Hypotheses were tested using correlation and regression-based path analysis. The results showed that there is a negative significant relationship between perceived school climate at 1st, 2nd and 4th grade levels and school burnout, and a positive significant relationship between perceived school climate at the 3rd grade level and school burnout. In the relationship between the perceived school climate and feelings of burnout, class level has a mediating and regulatory effect. In addition, it has been determined that higher class level strengthens the feeling of burnout, while a low level weakens this feeling. By comparing the obtained results with the findings in the literature, suggestions were made to sports education researchers.

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