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

ISSN0742-051X

eISSN1879-2480

Publication year2021

Volume102

Article number103323

PublisherElsevier

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1016/j.tate.2021.103323

Publication open accessOpenly available

Publication channel open accessPartially open access channel

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


Abstract

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