Protective Factors and Burnout Risk of Teachers during the COVID-19 Pandemic -- A Two-Step Cluster Analysis

Autor/inn/en	Raducu, Camelia-Madalina; Stanculescu, Elena
Titel	Protective Factors and Burnout Risk of Teachers during the COVID-19 Pandemic -- A Two-Step Cluster Analysis
Quelle	In: International Electronic Journal of Elementary Education, 14 (2022) 5, S.573-585 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Raducu, Camelia-Madalina) ORCID (Stanculescu, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Teacher Burnout; COVID-19; Pandemics; Preschool Teachers; Elementary School Teachers; Well Being; Self Control; Positive Attitudes; Teaching Experience; Digital Literacy; Foreign Countries; Demography; Mental Health; Romania + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule; Lehrende; Well-being; Wellness; Wohlbefinden; Selbstbeherrschung; Ausland; Demografie; Psychohygiene; Rumänien
Abstract	Teacher burnout has been shown to be one of the most common negative consequences of the COVID-19 pandemic. This study aimed to identify distinct psychological resources and burnout risk profiles of teachers and examine their association with Kolb's educator roles and their professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, M[subscript age] = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, "high psychological resources, no burnout risk," was characterized by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, "moderate psychological resources, mild burnout," was associated with medium levels of well-being, self-control, and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster one had a significantly higher score for the facilitator role and cluster two for the expert and coach roles. Additionally, teachers with less professional experience were more likely to belong to cluster one, considering their adequate skills in digital literacy. Conclusions: These findings provide new insights into the explanation of teacher burnout and the design of intervention programs. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01