Tiina Soini
Biographic Data
| ID | 1605236 |
|---|---|
| NAME | Tiina Soini |
| GIVEN NAMES | Tiina |
| FAMILY NAME | Soini |
| SIGNATURE | SOINI T |
| AFFILIATIONS | Tampere University |
| ORCID | 0000-0002-0637-8931 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Early Career Teachers' Sense of Professional Agency in the Classroom and Associations With Their Perception of Transformational Leadership Vision and School Size
This study explores the relationship between early career teachers' sense of professional agency in the classroom, their perceptions of principals' transformational leadership vision, and school size. The survey data were collected from 779 primary and junior secondary school teachers with a maximum of 5 years of teaching experience in China. The data were analyzed using structural equation modeling in the Mplus statistical package. The results s…
Alternative futures of Finnish comprehensive school
Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the c…
The Interrelation between teachers’ sense of professional agency and perceived professional recognition: Five-year follow-up study of Finnish teachers
Teachers’ engagement in active learning from and within their professional community is highly dependent on the support they receive from their colleagues. In this study we examined teachers’ sense of agency in the professional community and its relationship with received professional recognition over a five-year follow-up. The sample comprised 2310 Finnish comprehensive schoolteachers who responded to a survey in 2011 and 2016. The results showe…
How is students’ well-being related to their class teacher’s professional agency in primary school
Class teachers have a meaningful role in the life of primary school students as they are responsible for the majority of their students’ instruction. Previous research has shown that teachers who make efforts to learn and develop in their work also promote their students’ learning and well-being. This learning orientation is referred to in this study as teachers’ professional agency. The well-being of students has been shown to be challenged in m…
Experienced burnout and teacher–working environment fit: A comparison of teacher cohorts with or without persistent turnover intentions
This follow-up study compared two teacher cohorts: teachers with and without persistent turnover intentions. Burnout symptoms including exhaustion, cynicism towards the professional community, inadequacy in teacher-student interaction, and perceived teacher–working environment fit in terms of received recognition and constructive work climate were explored. The longitudinal survey data included 1064 teachers from Finnish basic education (grades 1…
Teacher agency in the professional community and association with burnout: A longitudinal person-centred approach
Agentic teacher learning is central for teachers’ professional development, school development and student achievement. The purpose of the study was to explore trajectories of teachers’ professional agency in the professional community during a three-year follow-up period. The data comprised surveys with Finnish comprehensive school teachers (N = 2645) and latent profile analysis was used to identify subgroups of teachers. Four trajectories were …
Participation in national curriculum reform - coherence from complexity
National curriculum reform is a complex negotiation point of how basic education should be practiced and what role it should take in society. The question of participation in this process is central to creating a coherent, responsible, and implementable curriculum—but still left for little investigation in the national level reforms. Our goal was to answer, how can participation in curriculum reform create coherent system-wide change in a complex…
Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories
Differences in teacher burnout between schools are likely to occur due to differences in the quantity and quality of interaction within the schools. Multilevel latent growth curve analyses of burnout symptoms were performed on three-wave longitudinal data collected from 2,619 teachers in 75 schools in Finland. The results showed that differences in teacher burnout between schools were pronounced in cynicism, followed by emotional exhaustion. Orga…
The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: A person-centered approach
Teacher learning is crucial in terms of good quality education in early years and, respectively teachers’ professional communities are crucial for teacher learning. The meaning of engagement in collaborative learning and resources available in professional community are emphasized in educational reforms. In this study, we explored teachers’ perceptions of the resources for learning within their professional community in terms of knowledge sharing…
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey
Perceived high study engagement relates to higher school achievement and has been found to promote social and emotional well-being as well. Social support for studying has typically been examined as a resource for study engagement. However, the interrelation between social support and study engagement is likely to be bidirectional: engaged students might be more willing to find and share social support in their studies. The students' emotions and…
Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing
This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profil…
Development of students’ social support profiles and their association with students’ study wellbeing
Effective social support from teachers, peers, and guardians is a key to promoting students' study wellbeing at school. However, little longitudinal research has examined the implications of distinctive combinations of social support for students' study wellbeing. To address this limitation, we measured multiple dimensions of school-related social support (teacher, peer, and guardian support), study engagement, and study-related burnout in a samp…
Professional Agency for Learning as a Key for Developing Teachers’ Competencies
Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. T…
Primary school students’ perceived social support in relation to study engagement
The aim of this research was to study the dynamics of fourth graders’ perceived social support for schoolwork and to examine how this support contributes to their study engagement. Social support was hypothesised to be positively associated with higher levels of study engagement. Moreover, social support from teachers and guardians was hypothesised to be associated with social support for schoolwork among peers. Differences between genders were s…
Teacher burnout profiles and proactive strategies
Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-servic…
Social support experiences by pupils in finnish secondary school
Publisher Copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students
The aim of the study was to enhance understanding of how seventh graders vary in emotional engagement and experienced well-being at school in terms of anxiety and cynicism. The two profiles were explored, and comparisons were made between students in general education and those in special education. The study participants comprised 119 Finland–Swedish students from five secondary schools. Four emotional-engagement and well-being profiles were ide…
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover in…
What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland
In the present study, learning in school was studied from the students’ perspectives in two different national contexts. The aim was to explore students’ learning experiences in school by identifying what are the core elements of learning for secondary school students. We conducted the study with a qualitative approach in which photos taken by the students during their school routines were used to elicit group discussion about how learning is exp…
Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums
Student teachers' and pupils' co-regulated learning behaviours during teaching practicums were examined. • Learning incidents student teachers' perceived positive included more proactive co-regulated learning behaviours. • The more flexibly student teacher utilized regulated learning, more engaged pupils were in co-regulated learning behaviours
Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pup…
Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies
Intensive studying or restlessness in the classroom: Does the quality of control matter
How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community
The anatomy of adolescents’ emotional engagement in schoolwork
Reducing teacher burnout: A socio-contextual approach
How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover in…
Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing
This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profil…
Development of students’ social support profiles and their association with students’ study wellbeing
Effective social support from teachers, peers, and guardians is a key to promoting students' study wellbeing at school. However, little longitudinal research has examined the implications of distinctive combinations of social support for students' study wellbeing. To address this limitation, we measured multiple dimensions of school-related social support (teacher, peer, and guardian support), study engagement, and study-related burnout in a samp…
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey
Perceived high study engagement relates to higher school achievement and has been found to promote social and emotional well-being as well. Social support for studying has typically been examined as a resource for study engagement. However, the interrelation between social support and study engagement is likely to be bidirectional: engaged students might be more willing to find and share social support in their studies. The students' emotions and…
Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums
Student teachers' and pupils' co-regulated learning behaviours during teaching practicums were examined. • Learning incidents student teachers' perceived positive included more proactive co-regulated learning behaviours. • The more flexibly student teacher utilized regulated learning, more engaged pupils were in co-regulated learning behaviours
Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pup…
The anatomy of adolescents’ emotional engagement in schoolwork
Experienced burnout and teacher–working environment fit: A comparison of teacher cohorts with or without persistent turnover intentions
This follow-up study compared two teacher cohorts: teachers with and without persistent turnover intentions. Burnout symptoms including exhaustion, cynicism towards the professional community, inadequacy in teacher-student interaction, and perceived teacher–working environment fit in terms of received recognition and constructive work climate were explored. The longitudinal survey data included 1064 teachers from Finnish basic education (grades 1…
Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies
Intensive studying or restlessness in the classroom: Does the quality of control matter
How does it feel to become a teacher? Emotions in teacher education
Reducing teacher burnout: A socio-contextual approach
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school
Teachers’ professional agency and learning – from adaption to active modification in the teacher community
The aim of this study was to examine teacher learning in terms of teachers’ professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers’ active efforts to learn in the professional community and to promote school development cannot be explained, and hence reduced, to a single behavioral attribute. The findings indicated that teacher learnin…
What contributes to first-year student teachers’ sense of professional agency in the classroom?
This study explores Finnish first-year primary teacher students’ (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers’ sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom simultaneously requires the motivation to learn, efficacy beliefs about learning and intentional acts for facili…
The anatomy of adolescents’ emotional engagement in schoolwork
How does it feel to become a teacher? Emotions in teacher education
Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies
Intensive studying or restlessness in the classroom: Does the quality of control matter
How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community
What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland
In the present study, learning in school was studied from the students’ perspectives in two different national contexts. The aim was to explore students’ learning experiences in school by identifying what are the core elements of learning for secondary school students. We conducted the study with a qualitative approach in which photos taken by the students during their school routines were used to elicit group discussion about how learning is exp…
Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums
Student teachers' and pupils' co-regulated learning behaviours during teaching practicums were examined. • Learning incidents student teachers' perceived positive included more proactive co-regulated learning behaviours. • The more flexibly student teacher utilized regulated learning, more engaged pupils were in co-regulated learning behaviours
Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pup…
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover in…
Professional Agency for Learning as a Key for Developing Teachers’ Competencies
Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. T…
Primary school students’ perceived social support in relation to study engagement
The aim of this research was to study the dynamics of fourth graders’ perceived social support for schoolwork and to examine how this support contributes to their study engagement. Social support was hypothesised to be positively associated with higher levels of study engagement. Moreover, social support from teachers and guardians was hypothesised to be associated with social support for schoolwork among peers. Differences between genders were s…
Teacher burnout profiles and proactive strategies
Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-servic…
Social support experiences by pupils in finnish secondary school
Publisher Copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students
The aim of the study was to enhance understanding of how seventh graders vary in emotional engagement and experienced well-being at school in terms of anxiety and cynicism. The two profiles were explored, and comparisons were made between students in general education and those in special education. The study participants comprised 119 Finland–Swedish students from five secondary schools. Four emotional-engagement and well-being profiles were ide…
Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories
Differences in teacher burnout between schools are likely to occur due to differences in the quantity and quality of interaction within the schools. Multilevel latent growth curve analyses of burnout symptoms were performed on three-wave longitudinal data collected from 2,619 teachers in 75 schools in Finland. The results showed that differences in teacher burnout between schools were pronounced in cynicism, followed by emotional exhaustion. Orga…
The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: A person-centered approach
Teacher learning is crucial in terms of good quality education in early years and, respectively teachers’ professional communities are crucial for teacher learning. The meaning of engagement in collaborative learning and resources available in professional community are emphasized in educational reforms. In this study, we explored teachers’ perceptions of the resources for learning within their professional community in terms of knowledge sharing…
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey
Perceived high study engagement relates to higher school achievement and has been found to promote social and emotional well-being as well. Social support for studying has typically been examined as a resource for study engagement. However, the interrelation between social support and study engagement is likely to be bidirectional: engaged students might be more willing to find and share social support in their studies. The students' emotions and…
Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing
This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profil…
Development of students’ social support profiles and their association with students’ study wellbeing
Effective social support from teachers, peers, and guardians is a key to promoting students' study wellbeing at school. However, little longitudinal research has examined the implications of distinctive combinations of social support for students' study wellbeing. To address this limitation, we measured multiple dimensions of school-related social support (teacher, peer, and guardian support), study engagement, and study-related burnout in a samp…
Participation in national curriculum reform - coherence from complexity
National curriculum reform is a complex negotiation point of how basic education should be practiced and what role it should take in society. The question of participation in this process is central to creating a coherent, responsible, and implementable curriculum—but still left for little investigation in the national level reforms. Our goal was to answer, how can participation in curriculum reform create coherent system-wide change in a complex…
Alternative futures of Finnish comprehensive school
Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the c…
Psychology (30 works) · Social Psychology (23 works) · Pedagogy (22 works) · Mathematics education (18 works) · Developmental psychology (16 works) · Social Psychology (15 works) · Sociology (15 works) · Teacher Education and Leadership Studies (12 works) · Burnout (10 works) · Early Childhood Education and Development (10 works)