University of Oulu

Janne Pietarinen, Kirsi Pyhältö, Kaisa Haverinen, Esko Leskinen & Tiina Soini (2021) Is individual- and school-level teacher burnout reduced by proactive strategies?, International Journal of School & Educational Psychology, 9:4, 340-355, DOI: https://doi.org/10.1080/21683603.2021.1942344

Is individual- and school-level teacher burnout reduced by proactive strategies?

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Author: Pietarinen, Janne1; Pyhältö, Kirsi2,3,4; Haverinen, Kaisa1;
Organizations: 1School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
2Faculty of Educational Sciences, Centg and Learning, University of Helsinki, Helsinki, Finlandre for University Teachin
3Faculty of Education, University of Oulu, Oulu, Finland
4Department of Curriculum Studies, University of Stellenbosch, Stellenbosch, South Africa
5Department of Mathematics and Statistics, University of Jyväskylä, Jyväskylä, Finland
6Faculty of Education and Culture, Tampere University, Tampere, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.9 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2021120859493
Language: English
Published: Informa, 2021
Publish Date: 2021-12-08
Description:

Abstract

There is provisional evidence that burnout may be contagious within professional communities via the crossover effect, referring to an inter-individual transmission of stress or strain. However, our understanding of effective means for tackling stressors is scarce. We tested a two-level path model to explore the interrelation between teachers’ proactive self- and co-regulative strategies and experienced burnout. The study sample comprised 1531 Finnish in-service teachers from 75 schools. The results showed that burnout symptoms varied both between individual teachers and between professional communities. Self- and co-regulative strategies serve partly different functions in regulating teacher burnout symptoms.

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Series: International journal of school & educational psychology
ISSN: 2168-3603
ISSN-E: 2168-3611
ISSN-L: 2168-3603
Volume: 9
Issue: 4
Pages: 340 - 355
DOI: 10.1080/21683603.2021.1942344
OADOI: https://oadoi.org/10.1080/21683603.2021.1942344
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by the Ministry of Education and Culture under Grant [6600567] and the Academy of Finland under Grant [295022].
Copyright information: © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
  https://creativecommons.org/licenses/by-nc-nd/4.0/