Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions

Hui WANG, So Yeon LEE, Nathan C. HALL

Research output: Contribution to journalArticlespeer-review

Abstract

Research indicates that teachers use coping strategies regularly to manage stress and negative emotions. However, previous studies have primarily adopted a variable-centered approach that examines the effects of specific coping strategies and does not address how teachers use different combinations of coping strategies. The present study used a person-centered, latent profile analytical approach to explore varied coping strategies among Canadian practicing teachers (N = 1,086) in relation to positive and negative emotions, job satisfaction, burnout, and quitting intentions. Results demonstrated three main coping profiles characterized by different combinations of problem-focused and emotion-focused coping strategies. Whereas adaptive copers (high problem-solving and seeking social support, low disengagement) represented the most adaptive profile, problem-avoidant copers (low problem-solving and support seeking, high problem avoidance) and social-withdrawal copers (high disengagement and social withdrawal) demonstrated poorer outcomes. Copyright © 2021 The Authors. Published by Elsevier Inc.
Original languageEnglish
Article number102030
JournalContemporary Educational Psychology
Early online dateNov 2021
DOIs
Publication statusE-pub ahead of print - Nov 2021

Citation

Wang, H., Lee, S. Y., & Hall, N. C. (2021). Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions. Contemporary Educational Psychology. Advance online publication. doi: 10.1016/j.cedpsych.2021.102030

Keywords

  • Teachers
  • Coping strategies
  • Well-being
  • Person-centered approach
  • Latent profile analysis

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