![]() First, longitudinal data was used to capture possible profiles of teacher burnout and to examine the relative stability of these profiles over time. This study aimed to complement previous person-centred teacher burnout research and contribute to the teacher burnout literature in three important ways. ![]() LPA and LTA are part of a person-centred analytical approach that aims to identify subgroups of individuals with similar scores on various indicators of interest. Latent transition analysis (LTA) is an extension of LPA in which the probabilities of transitions from each class at one point in time to all others at the next point in time are estimated using longitudinal data. LPA grants the capacity to identify the ideal number of latent subgroups (profiles) in a population based on an individual’s response to multiple observed variables. Latent profile analysis (LPA), as a person-centred approach, fits well with these multidimensional profiles. To attain a more profound understanding of the profiles and development of teacher burnout, this study explores the question of whether the whole sample exhibits the same profiles at varying points in time and investigates the transformation of individual profiles across times. These studies focused on the different development of individual burnout profiles but ignored the question of whether the whole sample exhibited the same burnout profiles at different points in time, that is, the relative stability of the burnout profiles themselves. A three-wave longitudinal study divided teacher burnout into seven developmental categories based only on the emotional exhaustion dimension of burnout. However, very few studies have investigated the profiles of teacher burnout and their relative stability using longitudinal data. Leiter and Maslach (2016) argued that dividing burnout into different profiles could provide a better understanding of burnout and its development processes, and they proposed evaluating the relative stability of various profiles through longitudinal studies. One reason for this lack of findings may be that such studies have ignored the fact that individuals in the same dataset follow different processes of burnout. Theoretically, there are five prominent models that describe the developmental process of burnout symptoms, but they remain debated in terms of theory and lack consistent findings. However, there have been few longitudinal studies on teacher burnout, and the developmental aspects of teacher burnout remain controversial. There are many direct, mediating, and moderating factors that contribute to teacher burnout. EE refers to feelings of overextending and draining emotional resources, while DP refers to negative, callous, or unfeeling responses to the job, and PA refers to feelings of incompetency and reduction in productivity. Teacher burnout is a psychological syndrome that teachers experience in response to chronic job stress, and includes emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA). Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. ![]() ![]() The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. However, there have been few longitudinal studies on the profile and development of teacher burnout. To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |