G5 Doctoral dissertation (article)
Teachers’ strategies to support their work-related well-being : coping, daily detachment, and job crafting (2025)
Opettajien työhyvinvoinnin tukemisen keinot : stressinkäsittely, päivittäinen työstä irrottautuminen ja työn tuunaaminen

Aulén, A.-M. (2025). Teachers’ strategies to support their work-related well-being : coping, daily detachment, and job crafting [Doctoral dissertation]. University of Jyväskylä. JYU Dissertations, 883. https://urn.fi/URN:ISBN:978-952-86-0501-0

The research was funded by Strategic Research Council at the Research Council of Finland.

JYU authors or editors

Publication details

All authors or editors: Aulén, Anna-Mari

eISBN: 978-952-86-0501-0

Journal or series: JYU Dissertations

eISSN: 2489-9003

Publication year: 2025

Number in series: 883

Number of pages in the book: 1 verkkoaineisto (102 sivua, 30 sivua useina numerointijaksoina, 3 numeroimatonta sivua)

Publisher: University of Jyväskylä

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: English

Persistent website address: https://urn.fi/URN:ISBN:978-952-86-0501-0

Publication open access: Openly available

Publication channel open access: Open Access channel

Abstract

The aim of this mixed method dissertation was to investigate teachers’ coping, daily detachment, and job crafting as strategies to support their work-related well-being. The sub-studies focused on teachers’ coping profiles and their relation to teacher well-being (sub-study I), teachers’ psychological detachment as a mediator between the previous and successive day’s job stress and negative affect (sub-study II), and teachers’ job crafting during the COVID-19 pandemic to support their work-related well-being (sub-study III). The data were analyzed by conducting theory-driven content analysis, latent profile analysis, and analysis of covariance (sub-study I); multilevel and structural equation modeling (sub-study II); and reflexive, theoretical thematic analysis (sub-study III). In sub-study I, 107 teachers answered a questionnaire on coping strategies used and indicators of teacher well-being. Four coping profiles were identified. They differed regarding the coping strategies used, and two of them also regarding teacher well-being. In sub-study II, 57 teachers answered a mobile diary questionnaire regarding their negative affect, job stress, and psychological detachment. According to the results, teachers’ psychological detachment acted as a mediator between the previous and successive day’s job stress and negative affect. Teachers’ higher job stress resulted in less psychological detachment, which consequently resulted in higher job stress and negative affect the next day at work. In sub-study III, 14 teachers were interviewed to map their job crafting strategies during the COVID-19 pandemic to support teacher well-being. The results showed that teachers used the job crafting strategies of increasing structural and social job resources and decreasing hindering job demands to support teacher well-being during the COVID-19 pandemic. Overall, the findings indicate that teachers’ coping, psychological detachment, and job crafting should be enhanced to support their work-related well-being.

Keywords: COVID-19; pandemics; teachers; work burden; psychological strain; organisation of work; stress management; recovery (return); well-being at work; doctoral dissertations

Free keywords: teacher well-being; coping; psychological detachment; job crafting; COVID-19 pandemic; mixed method

Contributing organizations

Related projects

Ministry reporting: Yes

VIRTA submission year: 2025