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Related Experiment Video

Updated: Jan 5, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Work Burnout and Engagement Profiles Among Teachers.

Katariina Salmela-Aro^1,2, Lauri Hietajärvi¹, Kirsti Lonka^1,3

¹Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.

Frontiers in Psychology

|October 23, 2019

Summary

Teachers

Keywords:

burnout person-oriented approach resilience teachers work engagement

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Area of Science:

Educational Psychology
Occupational Health Psychology

Background:

Teacher well-being is crucial for educational quality.
Work engagement and burnout are key indicators of teacher well-being.
A person-oriented approach offers nuanced insights into these constructs.

Purpose of the Study:

To identify distinct profiles of teacher work engagement and burnout.
To examine how these profiles relate to job demands, job resources, and personal resources (resilience).
To apply the demands-resources model to understand teacher well-being.

Main Methods:

Convenience sample of 149 subject-matter teachers from Finland.
Online self-report questionnaires measuring work engagement, burnout, workload, control, and resilience.
Person-oriented approach to profile identification.

Main Results:

Two teacher profiles were identified: 'engaged' (30%) and 'engaged-burnout' (70%).
The 'engaged' profile group reported higher levels of job and personal resources (e.g., control, resilience).
The 'engaged-burnout' profile group reported higher work demands (e.g., workload).

Conclusions:

Teacher well-being is characterized by distinct profiles of engagement and burnout.
Job and personal resources are associated with higher engagement.
Increased work demands are linked to the engaged-burnout profile, highlighting the need for resource support.