A1 Journal article (refereed)
Teacher coping profiles in relation to teacher well-being : a mixed method approach (2021)

Aulén, A.-M., Pakarinen, E., Feldt, T., & Lerkkanen, M.-K. (2021). Teacher coping profiles in relation to teacher well-being : a mixed method approach. Teaching and Teacher Education, 102, Article 103323. https://doi.org/10.1016/j.tate.2021.103323

JYU authors or editors

Publication details

All authors or editors: Aulén, Anna-Mari; Pakarinen, Eija; Feldt, Taru; Lerkkanen, Marja-Kristiina

Journal or series: Teaching and Teacher Education

ISSN: 0742-051X

eISSN: 1879-2480

Publication year: 2021

Volume: 102

Article number: 103323

Publisher: Elsevier

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1016/j.tate.2021.103323

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/76289


The aim was to investigate teachers’ coping profiles and their relations to teacher well-being. Questionnaire data was collected from 107 Finnish teachers. Theory-driven content analysis of teachers’ responses revealed three coping categories: problem-focused, emotion-focused and mixed problem- and emotion-focused. Next, teachers were categorized into four coping profiles by using latent profile analysis: Low-coping users (21%), Problem-focused-coping users (15%), High-coping users (12%) and Emotion-focused-coping users (52%). Low-coping-user teachers reported less stress and fewer depressive symptoms and sleep problems compared to Emotion-focused-coping users. Using a compact amount of coping strategies and problem-focused strategies aside of emotion-focused might be beneficial for teacher well-being.

Keywords: teachers; well-being at work; mental well-being; stress management; coping

Free keywords: teacher; coping; well-being; mixed methods; latent profile analysis

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Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 3

Last updated on 2023-03-10 at 13:15