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      A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

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          Abstract

          Teachers’ healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers’ experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the school-level to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher school-average teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher- and school level.

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          Burnout and work engagement among teachers

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            Latent Class Modeling with Covariates: Two Improved Three-Step Approaches

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              Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                08 April 2020
                2020
                : 11
                : 626
                Affiliations
                [1] 1School of Education, University of New South Wales , Sydney, NSW, Australia
                [2] 2Department of Education, University of Oxford , Oxford, United Kingdom
                [3] 3Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University , Montreal, QC, Canada
                Author notes

                Edited by: Ronnel B. King, The Education University of Hong Kong, Hong Kong

                Reviewed by: Yuyang Cai, Shanghai University of International Business and Economics, China; Ma. Jenina N. Nalipay, The Education University of Hong Kong, Hong Kong

                *Correspondence: Rebecca J. Collie, rebecca.collie@ 123456unsw.edu.au

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

                Article
                10.3389/fpsyg.2020.00626
                7156640
                32322226
                0c976772-913b-4561-957a-62f2e00834b0
                Copyright © 2020 Collie, Malmberg, Martin, Sammons and Morin.

                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.

                History
                : 13 December 2019
                : 16 March 2020
                Page count
                Figures: 3, Tables: 4, Equations: 0, References: 76, Pages: 19, Words: 0
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                job demands-resources theory,teacher well-being,latent profile analysis,multilevel,big data

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