Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Version 1 : Received: 31 July 2021 / Approved: 2 August 2021 / Online: 2 August 2021 (15:32:37 CEST)

How to cite: Răducu, C.; Stănculescu, E. Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis. Preprints 2021, 2021080053 (doi: 10.20944/preprints202108.0053.v1). Răducu, C.; Stănculescu, E. Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis. Preprints 2021, 2021080053 (doi: 10.20944/preprints202108.0053.v1).

Abstract

Teacher burnout has been revealed to be one of the most common negative consequence of the COVID-19 pandemic The purpose of this study was to identify distinct psychological resources and burnout risk profiles of teachers and to examine their association with Kolb’s Educator Roles and the professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, Mage = 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 characterised 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 1 had a significantly higher score for the Facilitator role and cluster 2 for the Expert and Coach roles. In addition, teachers with less professional experience were more likely to belong to cluster 1, taking into account their good skills on digital literacy. Conclusions: These findings help to provide new insights into the explanation of teacher burnout and the design of intervention programmes.

Keywords

teacher burnout; well-being; self-control; positive emotionality; professional experience; psychological profile; COVID-19

Comments (0)

We encourage comments and feedback from a broad range of readers. See criteria for comments and our diversity statement.

Leave a public comment
Send a private comment to the author(s)
Views 0
Downloads 0
Comments 0
Metrics 0


×
Alerts
Notify me about updates to this article or when a peer-reviewed version is published.
We use cookies on our website to ensure you get the best experience.
Read more about our cookies here.