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 language | English |
|---|---|
| Article number | 104461 |
| Journal | Teaching and Teacher Education |
| Volume | 139 |
| Early online date | Dec 2023 |
| DOIs | |
| Publication status | Published - 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.2023.104461Keywords
- Teachers
- Occupational well-being
- Teaching quality
- Person-centered approach
- Latent profile analysis
