Is individual- and school-level teacher burnout reduced by proactive strategies?
Pietarinen, Janne; Pyhältö, Kirsi; Haverinen, Kaisa; Leskinen, Esko; Soini, Tiina (2021-07-02)
Janne Pietarinen, Kirsi Pyhältö, Kaisa Haverinen, Esko Leskinen & Tiina Soini (2021) Is individual- and school-level teacher burnout reduced by proactive strategies?, International Journal of School & Educational Psychology, 9:4, 340-355, DOI: https://doi.org/10.1080/21683603.2021.1942344
© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://urn.fi/URN:NBN:fi-fe2021120859493
Tiivistelmä
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.
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