Experienced risk of burnout among teachers with persistent turnover intentions

ABSTRACT

This study explored the relationship between teacher burnout risk and career turnover intentions. The participants consisted of 313 Finnish comprehensive schoolteachers with persistent turnover intentions in a five-year follow-up. The data consisted of Likert-type statements and one open-ended question. In the latent profile analysis, four burnout profiles, from moderate to high risk of burnout, were identified. More than half of the teachers displayed transient or persistent high risk of burnout. The most frequently experienced burnout symptom was exhaustion, although perceived inadequacy and cynicism were also associated with teacher turnover intentions. Teachers with persistent turnover intentions also experienced burnout symptoms. The reasons teachers gave for their turnover intentions were associated with the different burnout profiles. Teachers experiencing moderate risk of burnout were more likely to report a lack of commitment to the teaching profession as a primary reason for turnover intention, compared to other profiles with a higher risk of burnout.

KEYWORDS:

• Teacher burnout
• teacher turnover intention
• teacher attrition
• teacher burnout profiles
• latent profile analysis

Disclosure statement

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

Notes

1. There was one missing value in gender variable.

Additional information

Funding

This work was supported by the Ministry of Education and Culture [grant number The Ministry of Education and Culture 6600567]; the Academy of Finland 295022,326647 [grant numbers 295,022 and 326,647] 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.

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.

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.