Pöysä Sanni, Pakarinen Eija, Lerkkanen Marja-Kristiina
Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland.
Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway.
Front Psychol. 2022 May 12;13:861300. doi: 10.3389/fpsyg.2022.861300. eCollection 2022.
This study examined teachers' occupational well-being by identifying profiles based on teachers' self-ratings of work engagement as well as work-related effort and reward. It also did so by examining whether the identified subgroups differed with respect to teachers' self-reported occupational stress and emotional exhaustion as well as with respect to work-related resources such as the individual resource of work meaningfulness and the leader-level resource of the leader-follower relationship. The participants in the study were 321 Finnish elementary school teachers. The data were collected in spring 2021, that is, at the time when the COVID-19 pandemic was present, yet there were no national school closures. Three groups of teachers were identified with latent profile analysis: (1) teachers recognized as being poorly engaged with the highest effort and lowest reward (4.7%); (2) teachers recognized as being averagely engaged with higher effort than reward (32.1%); and (3) teachers recognized as being highly engaged with higher reward than effort (63.2%). The subsequent analyses examining the differences among the profile groups revealed, for example, that each profile group differed with respect to the individual resource of work meaningfulness and profile groups 2 and 3 differed with respect to the leader-level resource of the leader-follower relationship. Thus, the findings indicate that there are differences in the ways in which teachers are able to benefit from the work-related resources and how they cope with job-related demands during the COVID-19 pandemic.
本研究通过基于教师对工作投入以及与工作相关的努力和回报的自我评分来确定不同类型，从而考察教师的职业幸福感。研究还通过考察所确定的亚组在教师自我报告的职业压力和情感耗竭方面，以及在与工作相关的资源方面是否存在差异来进行考察，这些资源包括工作意义的个人资源和领导-下属关系的领导层面资源。该研究的参与者为321名芬兰小学教师。数据于2021年春季收集，即新冠疫情期间，但当时全国学校并未停课。通过潜在类别分析确定了三组教师：（1）被认为工作投入度低、努力程度最高但回报最低的教师（4.7%）；（2）被认为工作投入度中等、努力程度高于回报的教师（32.1%）；（3）被认为工作投入度高、回报高于努力程度的教师（63.2%）。随后对不同类型组之间差异的分析表明，例如，每个类型组在工作意义的个人资源方面存在差异，类型组2和3在领导-下属关系的领导层面资源方面存在差异。因此，研究结果表明，在新冠疫情期间，教师从与工作相关的资源中受益的方式以及他们应对工作相关要求的方式存在差异。
