Experienced burnout and teacher–working environment fit: a comparison of teacher cohorts with or without persistent turnover intentions

ABSTRACT

This follow-up study compared two teacher cohorts: teachers with and without persistent turnover intentions. Burnout symptoms including exhaustion, cynicism towards the professional community, inadequacy in teacher-student interaction, and perceived teacher–working environment fit in terms of received recognition and constructive work climate were explored. The longitudinal survey data included 1064 teachers from Finnish basic education (grades 1–9, age 7–16), of which 344 (32%) reported persistent turnover intentions in a five-year follow-up. Results showed that teachers with persistent turnover intentions experienced higher levels of burnout symptoms and decreased levels of perceived teacher–working environment fit than teachers with no turnover intentions. Moreover, in a five-year follow-up, a higher level of experienced teacher–working environment fit in the earlier career phase predicted a lower level of experienced cynicism towards the teacher community later in both teacher cohorts. Perceived teacher–working environment fit did not predict experienced exhaustion or inadequacy in teacher-student interaction. The results suggest that the teacher cohorts did not differ in terms of the internal dynamics and interplay between experienced burnout symptoms and perceived teacher–working environment fit. However, teachers with persistent turnover intentions had increased risk of becoming alienated from the professional community and developing burnout.

KEYWORDS:

• Teacher turnover intention
• teacher burnout
• teacher–working environment fit
• comprehensive school teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Education and Culture under Grant [6600567]; the Academy of Finland under Grants [number 295022 and 326647]; and the Doctoral Programme in Educational Studies, Philosophical Faculty, University of Eastern Finland.

Notes on contributors

Katariina Räsänen

Katariina Räsänen is a PhD student in the Doctoral Programme in Educational Studies, School of Applied Educational Science and Teacher Education, and a lecturer in Special Education at the University Practice School of University of Eastern Finland. Her research interest is in teachers’ work-related well-being and retention.

Janne Pietarinen

Janne Pietarinen is a professor of teacher education at the School of Applied Educational Science and Teacher Education, University of Eastern Finland, and Adjunct Professor at the University of Tampere. His research interests are in educational transitions, pupil and teacher learning, and well-being in the context of sustainable school development. He is Co-PI in the Learning and Development in School research group together with Tiina Soini and Kirsi Pyhältö

Pertti Väisänen

Pertti Väisänen is a professor of Educational Sciences and Research on Learning and Teaching at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. His research interests include learning and studying in higher education, student motivation, learning strategies and performance, teacher education, teaching practice and pre-service teachers’ professional development.

Kirsi Pyhältö

Kirsi Pyhältö is a professor at the Higher Education Center for University Teaching and Learning (HYPE), Faculty of Educational Sciences, Director of HYMY-Doctoral School and Extraordinary Professor, Center for Higher and Adult Education, University of Stellenbosch, South Africa. Her research interests include learning and the well-being and professional agency of in-and pre-service teachers. She is a Co-PI in the Learning and Development in School research group together with Tiina Soini and Janne Pietarinen.

Tiina Soini

Tiina Soini is a research director at the Faculty of Education and Culture, Tampere University and Adjunct Professor at the University of Eastern Finland. Her research interests are in the learning and well-being of educational communities, with a special focus on teacher communities in comprehensive school. She is a Co-PI in the Learning and Development in School research group together with Kirsi Pyhältö and Janne Pietarinen.