Version 1
: Received: 31 July 2021 / Approved: 2 August 2021 / Online: 2 August 2021 (15:32:37 CEST)
Version 2
: Received: 26 October 2022 / Approved: 26 October 2022 / Online: 26 October 2022 (09:37:02 CEST)
RĂDUCU, Camelia-Mădălina; STĂNCULESCU, Elena. Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic–A Two-Step Cluster Analysis. International Electronic Journal of Elementary Education, 2022, 14.5: 573-585.
RĂDUCU, Camelia-Mădălina; STĂNCULESCU, Elena. Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic–A Two-Step Cluster Analysis. International Electronic Journal of Elementary Education, 2022, 14.5: 573-585.
RĂDUCU, Camelia-Mădălina; STĂNCULESCU, Elena. Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic–A Two-Step Cluster Analysis. International Electronic Journal of Elementary Education, 2022, 14.5: 573-585.
RĂDUCU, Camelia-Mădălina; STĂNCULESCU, Elena. Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic–A Two-Step Cluster Analysis. International Electronic Journal of Elementary Education, 2022, 14.5: 573-585.
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.
Business, Economics and Management, Accounting and Taxation
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.