Teacher coping profiles in relation to teacher well-being: A mixed method approach

The aim was to investigate teachers? coping profiles and their relations to teacher well-being. Questionnaire data was collected from 107 Finnish teachers. Theory-driven content analysis of teachers? responses revealed three coping categories: problem-focused, emotion-focused and mixed problem-and emotion-focused. Next, teachers were categorized into four coping profiles by using latent profile analysis: Low-coping users (21%), Problem-focused-coping users (15%), High-coping users (12%) and Emotion-focused-coping users (52%). Low-coping-user teachers reported less stress and fewer depressive symptoms and sleep problems compared to Emotion-focused-coping users. Using a compact amount of coping strategies and problem-focused strategies aside of emotion-focused might be beneficial for teacher well-being. ? 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). The aim was to investigate teachers? coping profiles and their relations to teacher well-being. Questionnaire data was collected from 107 Finnish teachers. Theory-driven content analysis of teachers? responses revealed three coping categories: problem-focused, emotion-focused and mixed problem- and emotion-focused. Next, teachers were categorized into four coping profiles by using latent profile analysis: Low-coping users (21%), Problem-focused-coping users (15%), High-coping users (12%) and Emotion-focused-coping users (52%). Low-coping-user teachers reported less stress and fewer depressive symptoms and sleep problems compared to Emotion-focused-coping users. Using a compact amount of coping strategies and problem-focused strategies aside of emotion-focused might be beneficial for teacher well-being. ? 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND