In any society, the higher, the educational and cultural level in terms of quality, the more will be the development and growth of that society. Education - from elementary levels to higher education – shapes the individual, the family, and from a broader perspective, the society. When teachers and officials themselves are creative and are not physically and emotionally exhausted and providing that they are committed to the school and their critical responsibility (Sabaqian, Rad, L., 2005).

The importance of burnout syndrome in the educational setting is even more emphasized because apart from affecting the mental, psychosomatic, and social health of educators it also decreases the quality of teaching and work performance, which in turn may negatively influencestudents’academic achievement.

The level of aspiration is an individual’s future expectation or ambition. It refers to the estimate of one’s future in a given task. In today’s world of competitiveness, there is not a single individual who is devoid of ambition in some or another form. 

Zhao and Bi (2003) study on a sample of 190 seniorsecondary school teachers on the Chinese mainland revealed no significant difference among the three dimensions of burnout in relation to the variable of gender.  Dupatepe and Akkus-Cikla (2004), among 100 primary school teachers in one of the Turkish cities, revealed low levels of teachers’ emotional exhaustion, depersonalization, and reduced personal accomplishmentand found a significant difference.

To compare the burnout between primary and secondary level Physical Education teachers in relation to their professional qualifications.

To determine the relationship between burnout status and the level of aspiration of Physical Education teachers in relation to their professional qualifications.

Table 1.1 depict the mean value of Emotional Exhaustion, Depersonalization, Personal accomplishment, and burnout among Physical Education teachers atthe primary and senior secondary level. It was observed that primary-levelteachers possess a high level of Emotional Exhaustion, Depersonalization, Personal accomplishment, and burnout among 28.34, 16.87, 27.69, 72.89, and, senior secondary-levelteachers21.67, 13.89, 23.56, 59.11 respectively. The statistical differences, when observed among the physical education teachers of primary and senior secondary level related to Emotional Exhaustion, Depersonalization, Personal accomplishment, and burnout, revealed that the tratio was found respectively, (t=4.40, 3.09, 1.98, 4.97).Statisticalresults were significant at 0.01levels in relation to Exhaustion, Depersonalization, and burnout but insignificant at 0.05 levels in relation to Personal accomplishment. The hypothesis that there is a significant difference between primary and senior secondary-level physical Education teachers in relation to burnout is accepted.

Table 1.1 Show the Comparison of Burn out among Physical Education teachers of Primary and Secondary levels.

Enclosed as Annexure 01

The table1.2 shows that the r value for burnout and level of aspiration of primary level, and senior secondary is to be 0.05 and 0.17,whereas the table value for the same is found to be 0.288 at 0.05 level of significance. The calculated value of r is less than the table value, correlation product movement is not significant. Hence there is no significant relation between burnout andthe level of aspiration of primary and seniorsecondary-level teachers. The hypothesis that there is a positive relationship between burnout and level of aspiration among physical education in relation to their professional qualification is rejected. So, it cannot be said that a person having burnout has a low or high level of aspiration.

Table 1.2 Show the correlation between Burnout and the Level of aspiration of Physical Education teachers atthe Primary and Senior Secondary levels.

Enclosed as Annexure 02