Anna-Mari Aulén, Eija Pakarinen, Taru Feldt, Marja-Kristiina Lerkkanen,

Teacher coping profiles in relation to teacher well-being: A mixed method approach,

Teaching and Teacher Education,
Volume 102,
2021,
103323,
ISSN 0742-051X,
https://doi.org/10.1016/j.tate.2021.103323.
(https://www.sciencedirect.com/science/article/pii/S0742051X21000470)
Abstract: The aim was to investigate teachers’ coping profiles and their relations
to teacher well-being. Questionnaire data was collected from 107 Finnish teachers.
Theory-driven content analysis of teachers’ responses revealed three coping
categories: problem-focused, emotion-focused and mixed problem- and emotion-
focused. Next, teachers were categorized into four coping profiles by using latent
profile analysis: Low-coping users (21%), Problem-focused-coping users (15%), High-
coping users (12%) and Emotion-focused-coping users (52%). Low-coping-user teachers
reported less stress and fewer depressive symptoms and sleep problems compared to
Emotion-focused-coping users. Using a compact amount of coping strategies and
problem-focused strategies aside of emotion-focused might be beneficial for teacher
well-being.
Keywords: Teacher; Coping; Well-being; Mixed methods; Latent profile analysis