Front. Educ. Frontiers in Education Front. Educ. 2504-284X Frontiers Media S.A. 772114 10.3389/feduc.2021.772114 Education Correction Corrigendum: Patterns of Teachers’ Occupational Well-Being During the COVID-19 Pandemic: Relations to Experiences of Exhaustion, Recovery, and Interactional Styles of Teaching Pöysä et al. Corrigendum: Occupational Well-Being During the COVID-19 Pöysä Sanni 1 * Pakarinen Eija 1 Lerkkanen Marja-Kristiina 1 2 Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway

Edited and reviewed by: Sina Fackler, Leibniz Institute for Educational Trajectories (LG), Germany

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

This article was submitted to Educational Psychology, a section of the journal Frontiers in Education

 27 09 2021 2021 6 772114 07 09 2021 13 09 2021 Copyright © 2021 Pöysä, Pakarinen and Lerkkanen. 2021 Pöysä, Pakarinen and Lerkkanen

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 A Corrigendum on Patterns of Teachers’ Occupational Well-Being During the COVID-19 Pandemic: Relations to Experiences of Exhaustion, Recovery, and Interactional Styles of Teaching by Pöysä, S., Pakarinen, E., and Lerkkanen, M.-K. (2021). Front. Educ. 6:699785. doi: 10.3389/feduc.2021.699785 teachers’ occupational well-being COVID-19 stress vigor dedication interactional styles of teaching exhaustion recovery

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.

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 Reference Schaufeli W. 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).