Abstract
In this study, teachers’ profiles in terms of their instructional and professional practices were defined by using multilevel latent profile analysis. For this study, Turkish national data from TALIS 2018 (N = 6861 teachers from 443 schools) were utilized. Five teacher profiles that differed especially in terms of “clarity of instruction” emerged. Members of Profile E are the teachers using instructional practices most, and the members of Profile A are the ones using these practices least frequently. Results indicated the important role of both the “school climate for innovativeness” and school location as contextual factors in predicting profile memberships.
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