Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed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)
Version 2 : Received: 26 October 2022 / Approved: 26 October 2022 / Online: 26 October 2022 (09:37:02 CEST)

A peer-reviewed article of this Preprint also exists.

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.

Journal reference: International Electronic Journal of Elementary Education 2022, 14
DOI: 10.26822/iejee.2022.264

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

Subject

SOCIAL SCIENCES, Accounting

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