Teacher coping profiles in relation to teacher well-being : a mixed method approach
Aulén, A.-M., Pakarinen, E., Feldt, T., & Lerkkanen, M.-K. (2021). Teacher coping profiles in relation to teacher well-being : a mixed method approach. Teaching and Teacher Education, 102, Article 103323. https://doi.org/10.1016/j.tate.2021.103323
Published in
Teaching and Teacher EducationDate
2021Discipline
KasvatustiedeKasvatuspsykologiaPsykologiaHyvinvoinnin tutkimuksen yhteisöMonitieteinen oppimisen ja opetuksen tutkimusKäyttäytymisen muutos, hyvinvointi ja terveys elämänkulussaEducationKasvatuspsykologiaPsychologySchool of WellbeingMultidisciplinary research on learning and teachingBehaviour change, health, and well-being across the lifespanCopyright
© 2021 the Authors
The aim was to investigate teachers’ coping profiles and their relations to teacher well-being. Questionnaire data was collected from 107 Finnish teachers. Theory-driven content analysis of teachers’ responses revealed three coping categories: problem-focused, emotion-focused and mixed problem- and emotion-focused. Next, teachers were categorized into four coping profiles by using latent profile analysis: Low-coping users (21%), Problem-focused-coping users (15%), High-coping users (12%) and Emotion-focused-coping users (52%). Low-coping-user teachers reported less stress and fewer depressive symptoms and sleep problems compared to Emotion-focused-coping users. Using a compact amount of coping strategies and problem-focused strategies aside of emotion-focused might be beneficial for teacher well-being.
Publisher
ElsevierISSN Search the Publication Forum
0742-051XKeywords
Dataset(s) related to the publication
Pakarinen, Eija; Lerkkanen, Marja-Kristiina. (2021). Teacher and Student Stress and Interaction in Classroom (TESSI). V. 31.7.2021. University of Jyväskylä. https://doi.org/10.17011/jyx/dataset/77741. https://urn.fi/URN:NBN:fi:jyu-202109104845Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/51909556
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Related funder(s)
Research Council of FinlandFunding program(s)
Academy Project, AoFAdditional information about funding
The study was funded by the Academy of Finland (#317610, 2018–2022). The first author was supported by grants from the Department of Teacher Education and the Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland; Eino Jutikkala Fund of the Finnish Academy of Science and Letters; and Finnish Cultural Foundation.License
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0