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. 2021 Aug 6:12:711173.
doi: 10.3389/fpsyg.2021.711173. eCollection 2021.

A Multilevel Person-Centered Examination of Teachers' Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement

Rebecca J Collie  1 , Andrew J Martin  1 , Alexandre J S Morin  2 , Lars-Erik Malmberg  3 , Pamela Sammons  3
Affiliations

A Multilevel Person-Centered Examination of Teachers' Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement

Rebecca J Collie et al. Front Psychol. .

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.

Keywords: job demands-resources theory; latent profile analysis; multilevel; student achievement; teacher well-being.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
Hypothesized models tested in the study at the teacher- and school-level. In phase one of analysis, teacher-level profiles were identified based on the demands and resources. Then, tests of associations between profile membership and predictors (teacher characteristics) and outcomes (teacher-level outcomes) were conducted. Following this, school-level profiles were identified. Then, tests of associations between profile membership and predictors (school characteristics) and outcomes (school-level outcomes) were conducted. In phase two†, analyses involved a subsample of Australian teachers who worked at schools with matched student data, and tests between profile membership and student outcomes (i.e., instructional support, student achievement) were conducted. Not shown here are the tests of profile similarity that were conducted to compare the teacher- and school-level results across countries (see Methods).
Figure 2
Figure 2
Single-level LPA results of distributional similarity showing teacher profiles for both countries.
Figure 3
Figure 3
Multilevel LPA results (with L1 and L2 distributional constraints) showing the school-level profiles for both countries.
See this image and copyright information in PMC

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