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?
|Author:||Pietarinen, Janne1; Pyhältö, Kirsi2,3,4; Haverinen, Kaisa1;|
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
|Online Access:||PDF Full Text (PDF, 0.9 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021120859493
|Publish Date:|| 2021-12-08
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.
International journal of school & educational psychology
|Pages:||340 - 355|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Ministry of Education and Culture under Grant  and the Academy of Finland under Grant .
© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.
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