Student Teachers' Proactive Strategies for Avoiding Study-Related Burnout during Teacher Education

• Published in: European journal of teacher education 2018-05, Vol.41 (3), p.301-317
• Main Authors: Väisänen, Sanna, Pietarinen, Janne, Pyhältö, Kirsi, Toom, Auli, Soini, Tiina
• Format: Article
• Language: English
• Subjects: Burnout; Coping; Correlation; Elementary School Teachers; Foreign Countries; Maximum Likelihood Statistics; Preservice Teacher Education; Preservice Teachers; Questionnaires; Self Management; Statistical Analysis; Structural Equation Models; Student Attitudes; Student Surveys; Student teachers; Studies; Teacher Burnout; Teaching Methods; Well Being
• ISSN: 0261-9768; 1469-5928
• DOI: 10.1080/02619768.2018.1448777

The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey. The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers' burnout.