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 (
), 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 (
), 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 (), 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.
Statements
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
1
SchaufeliW.BakkerA. (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).
Summary
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
Volume
6 - 2021
Edited and reviewed by
Sina Fackler, Leibniz Institute for Educational Trajectories (LG), Germany
Updates
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
This article was submitted to Educational Psychology, a section of the journal Frontiers in Education
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.