Teacher burnout profiles and proactive strategies
|Author:||Pyhältö, Kirsi1,2; Pietarinen, Janne3; Haverinen, Kaisa3;|
1Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, P.O. Box 9 (Siltavuorenpenger 1B), 00014, Helsinki, Finland
2Faculty of Education, University of Oulu, Oulu, Finland
3School of Applied Educational Science and Teacher Education, University of Eastern Finland, P.O. Box 111 (Yliopistokatu 2), 80101, Joensuu, Finland
4Faculty of Educational Sciences, University of Helsinki, P.O. Box 9 (Siltavuorenpenger 1B), 00014, Helsinki, Finland
5Faculty of Education and Culture, Tampere University, P.O. Box 700, FI-33014, Tampere, Finland
|Online Access:||PDF Full Text (PDF, 0.6 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021042820703
|Publish Date:|| 2021-04-28
Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-service primary and lower secondary school teachers using a probability sampling method. In the latent profile analysis, five socio-contextual burnout profiles were identified. The profiles differed from each other in terms of burnout symptoms and proactive strategy use. Results suggested that there is individual variation in teachers’ risk of burnout. In addition, the results imply that well-developed proactive strategies, both in terms of self- and co-regulative strategies, are related to lower risk of experiencing socio-contextual burnout. The utilization of strong co-regulative strategies was related to lower risk of experiencing exhaustion and inadequacy during teacher-pupil interactions. However, strong self-regulation combined with low levels of co-regulation was related to an increased risk of experiencing cynicism. This implies that learning proactive strategies may be useful in preventing teacher burnout.
European journal of psychology of education
|Pages:||219 - 242|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
Open access funding provided by University of Helsinki including Helsinki University Central Hospital. This work was financially supported by the Academy of Finland under Grants  and .
|Academy of Finland Grant Number:||
295022 (Academy of Finland Funding decision)
© The Author(s) 2020. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.