Jenni Sullanmaa, Janne Pietarinen, Lasse Lipponen, Tiina Soini & Kirsi Pyhältö (2022) The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach, European Early Childhood Education Research Journal, 30:6, 930-948, DOI: 10.1080/1350293X.2022.2046830
The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout : a person-centered approach
|Author:||Sullanmaa, Jenni1,2; Pietarinen, Janne3; Lipponen, Lasse2;|
1Faculty of Education and Culture, Tampere University, Tampere, Finland
2Faculty of Educational Sciences,University of Helsinki, Helsinki, Finland
3School of Applied Educational Science and Teacher Education,University of Eastern Finland, Joensuu, Finland
4Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
5Faculty of Education, University of Oulu, Oulu,Finland
6Center for Higher and Adult Education, University of Stellenbosch, Stellenbosch, South Africa
|Online Access:||PDF Full Text (PDF, 2 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2023060552529
|Publish Date:|| 2023-06-05
Teacher learning is crucial in terms of good quality education in early years and, respectively teachers’ professional communities are crucial for teacher learning. The meaning of engagement in collaborative learning and resources available in professional community are emphasized in educational reforms. In this study, we explored teachers’ perceptions of the resources for learning within their professional community in terms of knowledge sharing, the professional recognition received and a constructive work climate in the beginning of national curriculum reform. Individual variation in these factors was explored using latent profile analysis with a sample of 272 pre-primary and early primary school teachers. Moreover, association with the experience of burnout symptoms was examined. Three distinct profiles were identified: High fit; High recognition; Moderate knowledge sharing and fit. The results showed that teachers in the High fit profile experienced less cynicism towards the professional community. The study sheds light on the role of the recognition received from co-workers and a constructive and enabling work climate for the increased capacity to construct shared knowledge in the context of curriculum reform, and for buffering experienced cynicism.
European early childhood education research journal
|Pages:||930 - 948|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Ministry of Education and Culture Finland [grant number 6600567]; and the Academy of Finland [grant number 326647], [grant number 295022].
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.