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Teacher coping profiles in relation to teacher well-being : a mixed method approach

dc.contributor.authorAulén, Anna-Mari
dc.contributor.authorPakarinen, Eija
dc.contributor.authorFeldt, Taru
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2021-06-07T07:41:46Z
dc.date.available2021-06-07T07:41:46Z
dc.date.issued2021
dc.identifier.citationAulén, A.-M., Pakarinen, E., Feldt, T., & Lerkkanen, M.-K. (2021). Teacher coping profiles in relation to teacher well-being : a mixed method approach. <i>Teaching and Teacher Education</i>, <i>102</i>, Article 103323. <a href="https://doi.org/10.1016/j.tate.2021.103323" target="_blank">https://doi.org/10.1016/j.tate.2021.103323</a>
dc.identifier.otherCONVID_51909556
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/76289
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherteacher
dc.subject.othercoping
dc.subject.otherwell-being
dc.subject.othermixed methods
dc.subject.otherlatent profile analysis
dc.titleTeacher coping profiles in relation to teacher well-being : a mixed method approach
dc.typeresearch article
dc.identifier.urnURN:NBN:fi:jyu-202106073505
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineMonitieteinen oppimisen ja opetuksen tutkimusfi
dc.contributor.oppiaineKäyttäytymisen muutos, hyvinvointi ja terveys elämänkulussafi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineSchool of Wellbeingen
dc.contributor.oppiaineMultidisciplinary research on learning and teachingen
dc.contributor.oppiaineBehaviour change, health, and well-being across the lifespanen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0742-051X
dc.relation.volume102
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.type.publicationarticle
dc.relation.grantnumber317610
dc.subject.ysoselviytyminen
dc.subject.ysoopettajat
dc.subject.ysohenkinen hyvinvointi
dc.subject.ysostressinhallinta
dc.subject.ysotyöhyvinvointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11867
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p1946
jyx.subject.urihttp://www.yso.fi/onto/yso/p14804
jyx.subject.urihttp://www.yso.fi/onto/yso/p1835
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.tate.2021.103323
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThe 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.
datacite.isSupplementedBy.doi10.17011/jyx/dataset/77741
datacite.isSupplementedByPakarinen, Eija; Lerkkanen, Marja-Kristiina. (2021). <i>Teacher and Student Stress and Interaction in Classroom (TESSI)</i>. V. 31.7.2021. University of Jyväskylä. <a href="https://doi.org/10.17011/jyx/dataset/77741" target="_blank">https://doi.org/10.17011/jyx/dataset/77741</a>. <a href="http://urn.fi/URN:NBN:fi:jyu-202109104845">https://urn.fi/URN:NBN:fi:jyu-202109104845</a>
dc.type.okmA1


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