دورية أكاديمية
Teacher Agency in the Professional Community and Association with Burnout: A Longitudinal Person-Centred Approach
| العنوان: | Teacher Agency in the Professional Community and Association with Burnout: A Longitudinal Person-Centred Approach |
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| اللغة: | English |
| المؤلفون: | Jenni Sullanmaa (ORCID |
| المصدر: | Research Papers in Education. 2024 39(4):539-559. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Faculty Development, Teacher Burnout, Professional Autonomy, Institutional Characteristics, Teaching Experience, Leadership Role, Teacher Persistence, Intention, Well Being, Foreign Countries, Elementary Secondary Education, Communities of Practice |
| مصطلحات جغرافية: | Finland |
| DOI: | 10.1080/02671522.2023.2178028 |
| تدمد: | 0267-1522 1470-1146 |
| مستخلص: | Agentic teacher learning is central for teachers' professional development, school development and student achievement. The purpose of the study was to explore trajectories of teachers' professional agency in the professional community during a three-year follow-up period. The data comprised surveys with Finnish comprehensive school teachers (N = 2645) and latent profile analysis was used to identify subgroups of teachers. Four trajectories were identified: High agency, Increase in agency, Decrease in agency and Moderate agency. The results showed that the profiles were partly predicted by school type, teachers' work experience, leadership role and turnover intentions. Moreover, agency in the professional community was connected to the teachers' experiences of socio-contextual burnout; teachers with a strong sense of agency in the professional community experienced lower levels of burnout symptoms. The findings imply that teachers' agentic learning within the professional community can facilitate both their professional development and work-related well-being. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1432427 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0267-1522 1470-1146 |
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| DOI: | 10.1080/02671522.2023.2178028 |