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dc.contributor.authorPietarinen, Janne
dc.contributor.authorPyhältö, Kirsi
dc.contributor.authorHaverinen, Kaisa
dc.contributor.authorLeskinen, Esko
dc.contributor.authorSoini, Tiina
dc.date.accessioned2021-09-01T06:09:32Z
dc.date.available2021-09-01T06:09:32Z
dc.date.issued2021
dc.identifier.citationPietarinen, J., Pyhältö, K., Haverinen, K., Leskinen, E., & Soini, T. (2021). Is individual- and school-level teacher burnout reduced by proactive strategies?. <i>International Journal of School and Educational Psychology </i>, <i>9</i>(4), 340-355. <a href="https://doi.org/10.1080/21683603.2021.1942344" target="_blank">https://doi.org/10.1080/21683603.2021.1942344</a>
dc.identifier.otherCONVID_98991845
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77618
dc.description.abstractThere 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesInternational Journal of School and Educational Psychology
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherteacher burnout
dc.subject.otherproactive strategies
dc.subject.otherself-regulation
dc.subject.otherco-regulation
dc.subject.othermultilevel modeling
dc.titleIs individual- and school-level teacher burnout reduced by proactive strategies?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202109014744
dc.contributor.laitosMatematiikan ja tilastotieteen laitosfi
dc.contributor.laitosDepartment of Mathematics and Statisticsen
dc.contributor.oppiaineTilastotiedefi
dc.contributor.oppiaineStatisticsen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange340-355
dc.relation.issn2168-3603
dc.relation.numberinseries4
dc.relation.volume9
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC
dc.rights.accesslevelopenAccessfi
dc.subject.ysoennaltaehkäisy
dc.subject.ysoitsesääntely
dc.subject.ysostressinhallinta
dc.subject.ysotyöyhteisöt
dc.subject.ysostressi
dc.subject.ysoopettajat
dc.subject.ysouupumus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p19552
jyx.subject.urihttp://www.yso.fi/onto/yso/p22188
jyx.subject.urihttp://www.yso.fi/onto/yso/p14804
jyx.subject.urihttp://www.yso.fi/onto/yso/p8543
jyx.subject.urihttp://www.yso.fi/onto/yso/p133
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p130
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/21683603.2021.1942344
jyx.fundinginformationThis work was supported by the Ministry of Education and Culture under Grant [6600567] and the Academy of Finland under Grant [295022].
dc.type.okmA1


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