Abstract
In a replication and extension of an earlier study, we relied on person-centered analyses to identify teacher (Level 1) and school (Level 2) profiles based on teachers' experiences of job demands (barriers to professional development, disruptive student behavior), job resources (teacher collaboration, input in decision-making), and personal resources (self-efficacy). We examined data from 5,439 teachers working in 364 schools in Australia and 2,216 teachers working in 149 schools in England. Latent profile analysis revealed six teacher profiles: Low-Demand-Flourisher (11%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (11%), Balanced-Average (14%), Mixed-Resourced-Struggler (11%), and Low-Resourced-Struggler (36%). Two school profiles were identified: an Unsupportive school profile (43%) and a Supportive school profile (57%). Several significant relations between these profiles and teacher/school characteristics and work-related outcomes were also identified at both levels. Although our results generally replicated prior findings, some differences were also observed, possibly as a results of recent changes in policies regarding in teacher support and accountability. Next, we extended prior work using a subsample of the Australian teachers for whom we had matching student data. This second set of results revealed that schools with a greater proportion of low-SES students were more likely to present an Unsupportive school profile. Moreover, the Supportive school profile was associated with higher levels of student-reported instructional support and school-average achievement in reading, mathematics, and science.
Highlights
Teachers’ exposure to a variety of demands and resources at work is known to be associated with important workplace outcomes (e.g., Dicke et al, 2018; Skaalvik and Skaalvik, 2018)
Profile Identification and Description Model fit statistics for the solutions involving 1 through 8 profiles estimated separately in Australia and England are reported in Table 2, and corresponding elbow plots are reported in Supplementary Figure 1
The results from the Level 1 (L1) tests of profile similarity conducted across the two countries are reported in Table 3, and support the complete similarity of the solution across Australia and England
Summary
Teachers’ exposure to a variety of demands and resources at work is known to be associated with important workplace outcomes (e.g., Dicke et al, 2018; Skaalvik and Skaalvik, 2018). Collie et al (2020a) provided the first ever multilevel personcentered investigation of teacher and school demand-resource profiles, along with an examination of how these profiles were related to teacher- and school-level outcomes. They did so using data collected in the Teaching and Learning International Survey (TALIS) 2013 from Australia and England, which are two countries that have similarities in their educational systems and student populations (for a discussion, see Collie et al, 2020a; see Fackler et al, 2020).
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