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 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, 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 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.
COVID-19, positive emotionality, professional experience, selfcontrol, teacher burnout, well-being
Subject
Social Sciences, Psychology
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.
Commenter: Raducu Camelia
Commenter's Conflict of Interests: Author