Abstract
We examined teachers' experiences of autonomy and time pressure at two timepoints within one school term. Analyses involved identifying autonomy-pressure profiles, examining whether teachers' membership in the profiles shifted over time, and investigating predictors and outcomes of profile membership. Among 401 Australian teachers, latent profile analysis revealed five profiles. Latent transition analysis showed there was a moderate to high amount of membership shifting over time for some profiles, whereas membership in other profiles remained largely stable. Leadership practices and remote teaching (during COVID-19) predicted membership in profiles. The profiles also differed in their reports of emotional exhaustion and turnover intentions.
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