Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-service primary and lower secondary school teachers using a probability sampling method. In the latent profile analysis, five socio-contextual burnout profiles were identified. The profiles differed from each other in terms of burnout symptoms and proactive strategy use. Results suggested that there is individual variation in teachers' risk of burnout. In addition, the results imply that well-developed proactive strategies, both in terms of self-and co-regulative strategies, are related to lower risk of experiencing sociocontextual burnout. The utilization of strong co-regulative strategies was related to lower risk of experiencing exhaustion and inadequacy during teacher-pupil interactions. However, strong self-regulation combined with low levels of co-regulation was related to an increased risk of experiencing cynicism. This implies that learning proactive strategies may be useful in preventing teacher burnout.
Sustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in school development work, school impact of the reform and burdening in the context of curriculum reform in Finland. Altogether 550 district-level stakeholders responsible for curriculum reform at the local level responded to the survey. Structural equation modelling (SEM) was utilised to explore the interrelations between the reform implementation strategy, collective proactive strategies of well-being, as well as reform-related stress and the perceived school impact of the reform. The results showed that the top-down-bottom-up implementation strategy was related to the school impact of the reform and to the use of collective proactive strategies and reduced levels of stress. Collective proactive strategies also contributed to lower stress levels and enhanced school impact. The results indicate that the top-downbottom-up implementation strategy provides an effective way to promote sustainable school reform in terms of enhancing the collective and cumulative learning and reducing burdening of those involved in the reform.
Interrelations between principals' risk of burnout profiles and proactive selfregulation strategies Abstract School leadership is a demanding job. Those involved in school leadership have shown to experience high levels of work stress that may, if prolonged, result in burnout. The purpose of this study was to examine school leaders' risks of burnout in terms of work stress and burnout symptoms, and their relationship with proactive selfregulation strategies. The participants consisted of 420 school principals and teachers with leadership duties (henceforth: principals). The survey data consisted of Likert-type statements and were analysed by hierarchical and K-means cluster analysis, and oneway analysis of variances. The results suggested that principals experience relatively low levels of work stress and burnout, and utilise several proactive self-regulation strategies. On the basis of cluster analysis, four risk of burnout profiles were identified. The profiles differed from each other in terms of proactive self-regulation strategies. The use of these strategies was related to a reduced risk of burnout.
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