1,134
Views
3
CrossRef citations to date
0
Altmetric
Articles

Profiles of teacher’s professional agency in the classroom across time

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 954-968 | Received 14 Dec 2021, Accepted 02 Mar 2023, Published online: 05 Apr 2023

References

  • Akiba, M., Murata, A., Howard, C., & Wilkinson, B. (2019). Lesson study design features for supporting collaborative teacher learning. Teaching and Teacher Education, 77, 352–365. https://doi.org/10.1016/j.tate.2018.10.012
  • Aloe, A., Amo, L., & Shanahan, M. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. https://doi.org/10.1007/s10648-013-9244-0
  • Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12(3), 411–434. https://doi.org/10.1207/s15328007sem1203_4
  • Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using Mplus. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 329–341. https://doi.org/10.1080/10705511.2014.915181
  • Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and Psychopathology, 9(2), 291–319. https://doi.org/10.1017/S095457949700206X
  • Berlin, K. S., Williams, N. A., & Parra, G. R. (2014). An introduction to latent variable mixture modeling (part 1): Overview and cross-sectional latent class and latent profile analyses. Journal of Pediatric Psychology, 39(2), 174–187. https://doi.org/10.1093/jpepsy/jst084
  • Brewer, E. W., & Shapard, L. (2004). Employee burnout: A meta-analysis of the relationship between age or years of experience. Human Resource Development Review, 3(2), 102–123. https://doi.org/10.1177/1534484304263335
  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/S0742-051X(99)00057-8
  • Bruce, C., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608. https://doi.org/10.1016/j.tate.2010.06.011
  • Byrne, B. M. (1991). Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teaching and Teacher Education, 7(2), 197–209. https://doi.org/10.1016/0742-051X(91)90027-M
  • Byrne, B. M., & Stewart, S. M. (2006). The MACS approach to testing for multigroup invariance of a second-order structure: A walk through the process. Structural Equation Modeling, 13(2), 287–321. https://doi.org/10.1207/s15328007sem1302_7
  • Cano-Garcia, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. A. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38(4), 929–940. https://doi.org/10.1016/j.paid.2004.06.018
  • Clark, S. L., & Muthén, B. (2009). Relating latent class analysis results to variables not included in the analysis. Semantic Scholar. https://www.statmodel.com/download/relatinglca.pdf
  • Dall’Alba, G., & Sandberg, J. (2006). Unveiling professional growth: A critical review of stage models. Review of Educational Research, 76(3), 383–412. https://doi.org/10.3102/00346543076003383
  • Desrumaux, P., Lapointe, D., Ntsame Sima, M., Boudrais, J. S., Savoie, A., & Brunet, L. (2015). The impact of work demands, climate, and optimism on wellbeing and distress at work: What are the mediating effects of basic psychological need satisfaction? Revue Européenne de Spychologie Appliquée, 65(4), 179–188. https://doi.org/10.1016/j.erap.2015.06.003
  • Dorman, J. P. (2003). Relationship between school and classroom environment and teacher burnout: A LISREL analysis. Social Psychology of Education, 6(2), 107–127. https://doi.org/10.1023/A:1023296126723
  • Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43, 99–109. https://doi.org/10.1016/j.tate.2014.07.005
  • Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. https://doi.org/10.1016/j.ijer.2006.06.010
  • Elo, A.-L., Leppänen, A., & Jahkola, A. (2003). Validity of a single-item measure of stress symptoms. Scandinavian Journal of Work, Environment & Health, 29(6), 444–451. https://www.jstor.org/stable/40967322 https://doi.org/10.5271/sjweh.752
  • Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273. https://doi.org/10.1080/158037042000225245
  • Finnish Advisory Board for Research Integrity. (2009). Ethical principles of research in the humanities and social and behavioural sciences and proposals for ethical review. https://www.tenk.fi/sites/tenk.fi/files/ethicalprinciples.pdf
  • Foley, C., & Murphy, M. (2015). Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors. Teaching and Teacher Education, 50, 46–55. https://doi.org/10.1016/j.tate.2015.05.001
  • Gavish, B., & Friedman, I. A. (2010). Novice teachers’ experience of teaching: A dynamic aspect of burnout. Social Psychology of Education, 13(2), 141–167. https://doi.org/10.1007/s11218-009-9108-0
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
  • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
  • Heikonen, L., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Early career teachers’ sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher–student interaction. Asia-Pacific Journal of Teacher Education, 45(3), 250–266. https://doi.org/10.1080/1359866X.2016.1169505
  • Heikonen, L., Pietarinen, J., Toom, A., Soini, T., & Pyhältö, K. (2020). The development of student teachers’ sense of professional agency in the classroom during teacher education. Learning: Research and Practice, 11(7), 324. https://doi.org/10.1080/23735082.2020.1725603
  • Hoekstra, A., Beijaard, D., Brekelmans, M., & Korthagen, F. (2007). Experienced teachers’ informal learning from classroom teaching. Teachers and Teaching: Theory and Practice, 13(2), 189–206. https://doi.org/10.1080/13540600601152546
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
  • Hox, J. J. (2010). Multilevel analysis: Techniques and applications. Routledge. https://doi.org/10.4324/9781315650982
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Ketelaar, E., Beijaard, D., Boshuizen, H. P. A., & Den Brok, P. J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28(2), 273–282. https://doi.org/10.1016/j.tate.2011.10.004
  • Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158–169. https://doi.org/10.1016/j.learninstruc.2014.05.003
  • Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111–1150. https://doi.org/10.3102/0034654315627864
  • Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations. Teaching & Teacher Education, 64, 270–279. https://doi.org/10.1016/j.tate.2017.02.019
  • Lubke, G., & Neale, M. C. (2010). Distinguishing between latent classes and continuous factors: Resolution by maximum likelihood? Multivariate Behavioral Research, 41(4), 499–532. https://doi.org/10.1207/s15327906mbr4104_4
  • Mälkki, K. (2019). Coming to grips with edge-emotions. The gateway to critical reflection and transformative learning. In T. Fleming, A. Kokkos, & F. Finnegan (Eds.), European perspectives on transformative learning (pp. 59–73). Palgrave Macmillan.
  • Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, J. S. A. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16(2), 191–225. https://doi.org/10.1080/10705510902751010
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
  • Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311
  • Meirink, J. A., Meijer, P. C., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13(2), 145–164. https://doi.org/10.1080/13540600601152496
  • Morin, A. J. S., Meyer, J. P., Creusier, J., & Biétry, F. (2016). Multiple-group analysis of similarity in latent profile solutions. Organizational Research Methods, 19(2), 231–254. https://doi.org/10.1177/1094428115621148
  • Mortenson, B. P., Rush, K. S., Webster, J., & Beck, T. (2008). Early career teachers accuracy in predicting behavioral functioning: A pilot study of teacher skills. International Journal of Behavioral and Consultation Therapy, 4(4), 311–318. https://doi.org/10.1037/h0100861
  • Muthén, L., & Muthén, B. (2010). Mplus users guide. Muthén & Muthén.
  • Nylund, K. L., Asparouhov, T., & Muthén, B. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535–569. https://doi.org/10.1080/10705510701575396
  • Oliveira, S., Roberto, M. S., & Veiga-Simão, A. M. (2021). A meta-analysis of the impact of social and emotional learning interventions on teachers’ burnout symptoms. Educational Psychology Review, 33(4), 1779–1808. https://doi.org/10.1007/s10648-021-09612-x
  • Pietarinen, J., Pyhältö, K., & Soini, T. (2016). Teacher’s professional agency – A relational approach to teacher learning. Learning: Research and Practice, 2(2), 112–129. https://doi.org/10.1080/23735082.2016.1181196
  • Pietarinen, J., Pyhältö, K., & Soini, T. (2017). Shared sense-making in curriculum reform – Orchestrating the local curriculum work. Scandinavian Journal of Educational Research, 63(4), 491–505. https://doi.org/10.1080/00313831.2017.1402367
  • Pietarinen, J., Pyhältö, K., Soini, T., Haverinen, K., & Leskinen, E. (2021). Is individual- and school-level teacher burnout reduced by proactive strategies? International Journal of School & Educational Psychology, 9(4), 340–355. https://doi.org/10.1080/21683603.2021.1942344
  • Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013a). Validity and reliability of the socio-contextual teacher burnout inventory (STBI). Psychology, 4(1), 73–82. https://doi.org/10.4236/psych.2013.41010
  • Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013b). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62–72. https://doi.org/10.1016/j.tate.2013.05.003
  • Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Academic.
  • Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36(1), 219–242. https://doi.org/10.1007/s10212-020-00465-6
  • Pyhältö, K., Pietarinen, J., & Salmela-Aro, K. (2011). Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers. Teaching and Teacher Education, 27(7), 1101–1110. https://doi.org/10.1016/j.tate.2011.05.006
  • Pyhältö, K., Pietarinen, J., & Soini, T. (2014). Comprehensive school teachers’ professional agency in large-scale educational change. Journal of Educational Change, 15(3), 303–325. https://doi.org/10.1007/s10833-013-9215-8
  • Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Teachers’ professional agency and learning – From adaption to active modification in the teacher community. Teachers & Teaching, 21(7), 811–830. https://doi.org/10.1080/13540602.2014.995483
  • Pyhältö, K., Soini, T., & Pietarinen, J. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms? Journal of Educational Change, 13(1), 95–116. https://doi.org/10.1007/s10833-011-9171-0
  • Ryan, R. M., & Deci, E. L. (2016). Facilitating and hindering motivation, learning, and well-being in schools. In K. R. Wentzel, & D. B. Miele (Eds.), Handbook of motivation at school (pp. 96–119). Routledge.
  • Saariaho, E. (2020). Exploring active and skilful student teacher learning: Self-regulated and co-regulated learning in primary teacher education. Helsinki Studies in Education, 91. University of Helsinki, Faculty of Educational Sciences.
  • Sachs, J. (2000). The activist professional. Journal of Educational Change, 1(1), 77–94. https://doi.org/10.1023/A:1010092014264
  • Sahlberg, P. (2017). Finnish lessons 2.0: What can the world learn from educational change in Finland? British Journal of Educational Studies, 65(2), 265–268. https://doi.org/10.1080/00071005.2017.1312818
  • Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7(2), 147–177. https://doi.org/10.1037/1082-989X.7.2.147
  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57(s1), 152–171. https://doi.org/10.1111/j.1464-0597.2008.00359.x
  • Soini, T., Pietarinen, J., & Pyhältö, K. (2016). What if teachers learn in the classroom? Teacher Development, 20(3), 380–397. https://doi.org/10.1080/13664530.2016.1149511
  • Soini, T., Pietarinen, J., & Pyhältö, K. (2021). Shared sense-making, agency, and learning in school development in Finnish school reforms. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1659
  • Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first year student teacher’s sense of professional agency in the classroom? Teachers and Teaching: Theory and Practice, 21(6), 641–659. https://doi.org/10.1080/13540602.2015.1044326
  • Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well-being: Reflecting learning and well-being in teachers’ work. Teachers and Teaching, 16(6), 735–751. https://doi.org/10.1080/13540602.2010.517690
  • Spurk, D., Hirschi, A., Wang, M., Valero, D., & Kauffeld, S. (2020). Latent profile analysis: A review and “how to” guide of its application within vocational behavior research. Journal of Vocational Behavior, 120, 103–445. https://doi.org/10.1016/j.jvb.2020.103445
  • Stengård, J., Mellner, C., Toivanen, S., &, Nyberg, A. (2022). Gender differences in the work and home spheres for teachers, and longitudinal associations with depressive symptoms in a Swedish cohort. Sex Roles, 86(3-4), 159–178. https://doi.org/10.1007/s11199-021-01261-2
  • Straud, C., McNaughton-Cassill, M., & Fuhrman, R. (2015). The role of the Five Factor Model of personality with proactive coping and preventive coping among college students. Personality and Individual Differences, 83, 60–64. https://doi.org/10.1016/j.paid.2015.03.055
  • Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2021). Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: A longitudinal approach. International Journal of Leadership in Education, 1–25. https://doi.org/10.1080/13603124.2021.1972165
  • Sullanmaa, J., Pyhältö, K., Soini, T., & Pietarinen, J. (2019). Trajectories of teachers’ perceived curriculum coherence in the context of Finnish core curriculum reform. Curriculum and Teaching, 34(1), 27–49. https://doi.org/10.7459/ct/34.2.03
  • Tikkanen, L., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Journal of Social Psychology of Education, 20(2), 259–274. https://doi.org/10.1007/s11218-017-9379-9
  • Toom, A., Pyhältö, K., & O’Connell Rust, F. (2015). Teacher’s professional agency in contradictory times. Teachers and Teaching: Theory and Practice, 21(6), 615–623. https://doi.org/10.1080/13540602.2015.1044334
  • Turnbull, M. (2005). Student teacher professional agency in the practicum. Asia-Pacific Journal of Teacher Education, 33(2), 195–208. https://doi.org/10.1080/13598660500122116
  • Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018a). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, 41(3), 301–317. https://doi.org/10.1080/02619768.2018.1448777
  • Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018b). Student teachers’ proactive strategies and experienced learning environment for reducing study-related burnout. Journal of Education and Learning, 7(1), 208–222. https://doi.org/10.5539/jel.v7n1p208
  • Vermunt, J., & Endedijk, M. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21(3), 294–302. https://doi.org/10.1016/j.lindif.2010.11.019
  • Yli-Pietilä, R., Soini, T., Pietarinen, J., & Pyhältö, K. (2022). Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction. [Unpublished manuscript]. Faculty of Education and Culture, Tampere University.
  • Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology, 10(839), 1–10. https://doi.org/10.3389/fpsyg.2019.00839