A1 Journal article (refereed)
Is individual- and school-level teacher burnout reduced by proactive strategies? (2021)

Pietarinen, J., Pyhältö, K., Haverinen, K., Leskinen, E., & Soini, T. (2021). Is individual- and school-level teacher burnout reduced by proactive strategies?. International Journal of School and Educational Psychology , 9(4), 340-355. https://doi.org/10.1080/21683603.2021.1942344

JYU authors or editors

Publication details

All authors or editorsPietarinen, Janne; Pyhältö, Kirsi; Haverinen, Kaisa; Leskinen, Esko; Soini, Tiina

Journal or seriesInternational Journal of School and Educational Psychology



Publication year2021

Publication date02/07/2021


Issue number4

Pages range340-355

PublisherTaylor & Francis

Publication countryUnited States

Publication languageEnglish


Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/77618


There is provisional evidence that burnout may be contagious within professional communities via the crossover effect, referring to an inter-individual transmission of stress or strain. However, our understanding of effective means for tackling stressors is scarce. We tested a two-level path model to explore the interrelation between teachers’ proactive self- and co-regulative strategies and experienced burnout. The study sample comprised 1531 Finnish in-service teachers from 75 schools. The results showed that burnout symptoms varied both between individual teachers and between professional communities. Self- and co-regulative strategies serve partly different functions in regulating teacher burnout symptoms.

Keywordsteachersstress (biological phenomena)exhaustionself-regulation (control)stress managementpre-emptionwork communities

Free keywordsteacher burnout; proactive strategies; self-regulation; co-regulation; multilevel modeling

Contributing organizations

Ministry reportingYes

Reporting Year2021

JUFO rating1

Last updated on 2024-22-04 at 22:49