Reducing teacher burnout: A socio-contextual approach
Janne Pietarinen, School of Applied Educational Science and Teacher education, Finland ; Kirsi Pyhältö, University of Helsinki Centre for Research and Development of Higher Education, Finland ; Tiina Soini, School of Education, Finland ; Katariina Salmela-Aro, Helsinki Collegium for Advanced Studies, Finland
TATE Volume 35, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The aim of this study was to examine the interrelation between teachers' proactive strategies and perceived teacher–working environment fit that would be mediated by the socio-contextual burnout experience. Altogether 2310 Finnish teachers completed the study's survey. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Both the learning and use of the strategies is highly embedded in a school's social interactions.
Pietarinen, J., Pyhältö, K., Soini, T. & Salmela-Aro, K. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education: An International Journal of Research and Studies, 35(1), 62-72. Elsevier Ltd.