Introduction
Teacher’s professional learning is regulated by the complex dynamic between the teacher and their working environment rather than a single personal or environmental attribute (Pyhältö et al., 2011; Vermunt & Endedijk, 2011). The school constitutes a multiple, interactive, complementary and sometimes even contradictory learning environments for the teachers. This means that teachers may simultaneously experience engagement, joy, and satisfaction in their classroom interactions with pupils along with feelings of inadequacy caused by problems in collaborating with parents. The success in these parallel social environments regulates teachers’ capacity to adopt, construct and develop their work and to promote their work-related well-being (Soini et al. 2010).
Accordingly as suggested by the employee-working environment fit framework (Locke 1969, p. 316), the recognition of a fit or a misfit has shown to have a strong impact not only on the teacher’s occupational well-being, but also on their commitment, performance and learning. (e.g. Langelaan et al., 2006; Meyer et al., 2010.)
A lack of concurrence between the teacher and the working environment produces stress, job dissatisfaction, and in the worst case burnout (Sharplin et al., 2011). In turn, a good fit between a teacher and their working environment is suggested to promote occupational well-being, often operationalized as work engagement (Hakanen et al., 2006). Accordingly, a concurrence between the teacher and their working environment has been reported to promote positive work drive, engagement and teacher resilience when facing professional problems and set-backs (Hallberg & Schaufeli, 2006). A combination of high levels of engagement and resilience has also shown to be associated to higher job satisfaction, lower level of exhaustion as well as good job performance among teachers (Xanthopoulou et al., 2009). These professional mastery experiences enable and empower the teacher learning.
This study intends to gain a better understanding of the dynamics that contribute to both teachers’ occupational well-being and a concurrence between the teacher and their working environment. Based on previous research we hypothesised that there is interrelation between teachers 1) perceived well-being strategies and burnout experience, 2) perceived well-being strategies and the working environment fit as well as 3) perceived experienced burnout and working environment fit. 

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