Profiles of occupational well-being among Chinese teachers: Associations with basic psychological needs satisfaction and teaching quality

Yanghua HUANG, Ma Jenina N. NALIPAY, Hui WANG

Research output: Contribution to journalArticlespeer-review

Abstract

Guided by the dual-factor model of mental health, the present study used a person-centered approach to explore Chinese middle school teachers' occupational well-being profiles and investigate how these profiles correspond with teachers' basic psychological needs satisfaction and teaching quality. Data from the Teaching and Learning International Survey (TALIS) 2018 were used (N = 3,976). Four occupational well-being profiles were identified through latent profile analysis, and they were associated differently with teachers’ basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) and teaching quality (i.e., clarity of instruction, cognitive activation, and classroom management). Findings provide practical implications to support teachers. Copyright © 2023 Elsevier Ltd. All rights reserved.

Original languageEnglish
Article number104461
JournalTeaching and Teacher Education
Volume139
Early online dateDec 2023
DOIs
Publication statusPublished - Mar 2024

Citation

Huang, Y., Nalipay, M. J. N., & Wang, H. (2024). Profiles of occupational well-being among Chinese teachers: Associations with basic psychological needs satisfaction and teaching quality. Teaching and Teacher Education, 139, Article 104461. https://doi.org/10.1016/j.tate.2023.104461

Keywords

  • Teachers
  • Occupational well-being
  • Teaching quality
  • Person-centered approach
  • Latent profile analysis

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