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 editorsAulén, Anna-Mari; Pakarinen, Eija; Feldt, Taru; Lerkkanen, Marja-Kristiina

Journal or seriesTeaching and Teacher Education



Publication year2021


Article number103323


Publication countryUnited Kingdom

Publication languageEnglish


Publication open accessOpenly available

Publication channel open accessPartially 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.

Keywordsteacherswell-being at workmental well-beingstress managementcoping

Free keywordsteacher; coping; well-being; mixed methods; latent profile analysis

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Ministry reportingYes

Reporting Year2021

JUFO rating3

Last updated on 2024-03-04 at 20:06