Is individual- and school-level teacher burnout reduced by proactive strategies?
Abstract
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.
Main Authors
Format
Articles
Research article
Published
2021
Series
Subjects
Publication in research information system
Publisher
Taylor & Francis
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202109014744Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
2168-3603
DOI
https://doi.org/10.1080/21683603.2021.1942344
Language
English
Published in
International Journal of School and Educational Psychology
Citation
- 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
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Additional information about funding
This work was supported by the Ministry of Education and Culture under Grant [6600567] and the Academy of Finland
under Grant [295022].
Copyright© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC