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CORRECTION article

Front. Educ., 27 September 2021
Sec. Educational Psychology
This article is part of the Research Topic Learning in times of COVID-19: Students’, Families’, and Educators’ Perspectives View all 41 articles

Corrigendum: Patterns of Teachers’ Occupational Well-Being During the COVID-19 Pandemic: Relations to Experiences of Exhaustion, Recovery, and Interactional Styles of Teaching

  • 1Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
  • 2Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway

In the original article, there was a mistake concerning the expressed norm values of the UWES measure. The original norm values are drawn with scale 0–6 whereas our study has used the same measure with scale 1–7. While this unfortunate misinterpretation does not jeopardize the integrity of the study in general, we do find it reasonable to request a possibility to make the corrections to the published article.

The corrections have been made into three places:

1) The last sentence of chapter Work Engagement (under Measures):

Based on norm scores drawn across occupations (Schaufeli and Bakker, 2004), vigor is considered high when the average value for the dimension is between 5.81 and 6.65, and dedication is considered high when the average value for the dimension is between 5.71 and 6.69.

2) The second sentence of Descriptive Statistics (under Results)

In addition, based on norm scores drawn across occupations (Schaufeli and Bakker, 2004), teachers reported, on average, high and average levels of work engagement.

3) The first three sentences in the fifth paragraph of the Discussion

Interestingly, the present findings also indicated that during the first few months of the COVID-19 pandemic, most of the teachers reported of being, on average, relatively highly engaged with their work. Based on the norm scores suggested for the UWES measure (Schaufeli and Bakker, 2004), teachers identified with highest work engagement (i.e., profile groups 3 and 4) assessed their experiences of vigor and dedication with values that can be interpreted as high. Teachers identified with mediocre work engagement (i.e., profile group 1), in turn, reported average levels of vigor and dedication, while teachers identified with lowest work engagement (i.e., profile group 2) experienced only low levels.

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Reference

Schaufeli, W., and Bakker, A. (2004). Utrecth Work Engagement Scale. Preliminary Manual. Utrecht: Utrech University. Available at: https://www.wilmarschaufeli.nl/publications/Schaufeli/Test%20Manual/Test_manual_UWES_English.pdf (Accessed March 30, 2021).

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Keywords: teachers’ occupational well-being, COVID-19, stress, vigor, dedication, interactional styles of teaching, exhaustion, recovery

Citation: Pöysä S, Pakarinen E and Lerkkanen M-K (2021) Corrigendum: Patterns of Teachers’ Occupational Well-Being During the COVID-19 Pandemic: Relations to Experiences of Exhaustion, Recovery, and Interactional Styles of Teaching. Front. Educ. 6:772114. doi: 10.3389/feduc.2021.772114

Received: 07 September 2021; Accepted: 13 September 2021;
Published: 27 September 2021.

Edited and reviewed by:

Sina Fackler, Leibniz Institute for Educational Trajectories (LG), Germany

Copyright © 2021 Pöysä, Pakarinen and Lerkkanen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Sanni Pöysä, sanni.poysa@jyu.fi

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.