A1 Journal article (refereed)
Patterns of Teachers’ Occupational Well-Being During the COVID-19 Pandemic : Relations to Experiences of Exhaustion, Recovery, and Interactional Styles of Teaching (2021)


Pöysä, S., Pakarinen, E., & Lerkkanen, M.-K. (2021). Patterns of Teachers’ Occupational Well-Being During the COVID-19 Pandemic : Relations to Experiences of Exhaustion, Recovery, and Interactional Styles of Teaching. Frontiers in Education, 6, Article 699785. https://doi.org/10.3389/feduc.2021.699785


JYU authors or editors


Publication details

All authors or editorsPöysä, Sanni; Pakarinen, Eija; Lerkkanen, Marja-Kristiina

Journal or seriesFrontiers in Education

eISSN2504-284X

Publication year2021

Publication date02/07/2021

Volume6

Article number699785

PublisherFrontiers Media SA

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.3389/feduc.2021.699785

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/77460

Additional informationCorrigendum: Frontiers in Education. 6:772114. https://doi.org/10.3389/feduc.2021.772114


Abstract

This study examined profiles of teachers’ occupational well-being during the COVID-19 pandemic. The data were collected from 279 Finnish primary school teachers during the spring of 2020. Four groups of teachers were identified by using Latent Profile Analysis: 1) teachers with mediocre stress and work engagement (34.4%); 2) teachers with mediocre stress and lowest work engagement (11.5%); 3) teachers with highest stress and work engagement (26.5%); and 4) teachers with lowest stress and highest work engagement (27.6%). The findings indicated that teachers’ occupational well-being was individually constructed, and there was a diversity with ways how negative and positive aspects of occupational well-being were drawn into patterns. The profile groups were further analyzed with respect to teachers’ experiences of emotional exhaustion, recovery from work, and interactional styles of teaching. The results revealed that during the first few months of the COVID-19 pandemic many teachers experienced occupational stress as well as some increase in stress due to the pandemic. In addition, the findings provided new insights concerning how teachers’ work engagement was perhaps not severely affected during the first few months of the pandemic, and on how different teaching styles were associated specifically with different aspects of occupational well-being.


Keywordsteacherswell-being at workpsychological strainstress (biological phenomena)exhaustionrecovery (return)unusual conditionspandemicsCOVID-19

Free keywordsteachers’ occupational well-being; COVID-19; stress; vigor; dedication; interactional styles of teaching; exhaustion; recovery


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Related projects


Ministry reportingYes

Reporting Year2021

JUFO rating1


Last updated on 2024-22-04 at 18:20