Is individual- and school-level teacher burnout reduced by proactive strategies?
Pietarinen, J., Pyhältö, K., Haverinen, K., Leskinen, E., & Soini, T. (2021). Is individual- and school-level teacher burnout reduced by proactive strategies?. International Journal of School and Educational Psychology , 9(4), 340-355. https://doi.org/10.1080/21683603.2021.1942344
© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC
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.
PublisherTaylor & Francis
ISSN Search the Publication Forum2168-3603
Publication in research information system
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Additional information about fundingThis work was supported by the Ministry of Education and Culture under Grant  and the Academy of Finland under Grant .
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