The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach

Figures & data

Table 1. Sample means and standard deviations of the scales and correlations between the scales.

	1.	2.	3.	4.	5.	6.
1. Knowledge sharing	–
2. Fit: Recognition	.32**	–
3. Fit: Climate	.43**	.61**	–
4. Burnout: Exhaustion	−.27**	−.11	−.23**	–
5. Burnout: Cynicism	−.35**	−.62**	−.66**	.33**	–
6. Burnout: Inadequacy	−.09	−.11	−.09	.41**	.35**	–
M	4.05	5.51	5.01	3.99	2.77	2.78
SD	0.98	1.02	1.08	1.82	1.18	1.16

**Significant at p < .01.

Notes: All items were rated on a scale ranging from 1 to 7, except for the single stress item in the Burnout: Exhaustion scale, which was rated on a 10-point scale.

Table 2. The latent profile solutions of 1–5 classes.

No. classes	LogL (nf)	AIC	BIC	aBIC	Entropy	Latent class probabilities	VLMR	aLRT	BLRT	Class counts^a
1	−1067.89 (9)	2153.779	2186.23	2157.70	N/A	1.000	N/A	N/A	N/A	272
2	−1050.70 (13)	2127.40	2174.28	2133.06	.85	0.93, 0.97	.00	.00	.00	29, 243 (22, 250)
3	−1035.61 (17)	2105.22	2166.51	2112.61	.81	0.88, 0.93, 0.93	.00	.00	.00	36, 208, 28 (31, 219, 22)
4	−1028.67 (21)	2099.33	2175.05	2108.47	.84	0.92, 0.93, 0.87, 0.85	.02	.02	.09	203, 27, 36, 5 (214, 22, 32, 4)
5	−1026.27 (25)	2102.54	2192.69	2113.42	.82	0.94, 0.76, 0.84, 0.72, 0.92	.61	.62	1.00	27, 10, 5, 32, 198 (22, 9, 4, 29, 208)

LogL = log likelihood value; nf = number of free parameters; AIC = Akaike information criterion; BIC = Bayesian information criterion; aBIC = adjusted Bayesian information criterion; VLMR = Vuong–Lo–Mendell–Rubin likelihood ratio test; aLRT = Lo-Mendell-Rubin adjusted likelihood ratio test; BLRT = bootstrapped likelihood ratio test. The selected model is in boldface.

^a Class counts based on estimated posterior probabilities and the classification of individuals based on their most likely latent class membership (in parenthesis).

Figure 1. Profiles based on perceived knowledge sharing and fit including received recognition and constructive climate.

Table 3. Profile means and standard deviations.

	High fit		High recognition		Moderate KS and FIT
	M	SD	M	SD	M	SD
Knowledge sharing	4.18^a	.94	3.47^b	1.08	3.85^a,b	.90
Fit: Recognition	5.78^c	.74	5.77^c	.76	3.77	.82
Fit: Climate	5.35	.84	3.47^d	.91	4.14^d	.98

Notes: Within-row means with the same superscript are not significantly different (p > .05).

Table

Knowledge sharing (KS)

(In) the curriculum reform work …

KS01: I have been able to influence definitions and contents

KS02: My competence has been utilised broadly

KS03: Decisions are based on joint negotiations

KS04: The feedback received has influenced the content of the curriculum

KS07: Even radical ideas are welcome, and they are discussed jointly

KS08: Work on the reform has been carried out jointly, not as a process dictated from above

KS09: The competence of various actors has been utilised in an optimal manner

KS10: Construction of an interactive atmosphere has been successful

KS12: Working together is assessed on a regular basis

KS13: The perspectives of the various teacher groups have been taken into account in an equal manner

Teacher-working environment fit

Received professional recognition (FIT Recognition)

FIT11: My colleagues are interested in my opinions.

FIT12: My colleagues provide me with encouragement and support.

FIT13: I feel my colleagues appreciate the work I do.

Constructive and enabling work climate (FIT Climate)

FIT21: My workplace has a fine atmosphere.

FIT22: My working community deals with problems constructively.

FIT23: The work assignments are divided fairly among the teachers.

Teacher’s socio-contextual burnout

Exhaustion (EXH)

EXH11*: Stress means a situation in which a person feels tense, restless, nervous or anxious or is unable to sleep at night because his/her mind is troubled all the time. Do you feel this kind of work-related stress?

EXH12: I feel burnt out.

EXH13: With this work pace I don’t think I’ll make it to the retiring age.

Cynicism towards the teacher community (CYN)

CYN21: I’m disappointed in our teacher community’s ways of handling our shared affairs.

CYN22: In spite of several efforts to develop the working habits of our teacher community they haven’t really changed.

CYN23: I often feel like an outsider in my work community.

Inadequacy in teacher-pupil interaction (INAD)

INAD31: The challenging pupils make me question my abilities as a teacher.

INAD32: I often feel I have failed in my work with pupils.

INAD33: Dealing with problem situations considering my pupils often upsets me.

Note. Translated from Finnish.

*In the single stress item (EXH11) the scale is from one to ten: Not at all 1 – Very much 10. All other scales are from one to seven: Fully disagree 1 – Fully agree 7.