A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

Rebecca J. Collie; Lars-Erik Malmberg; Andrew J. Martin; Pamela Sammons; Alexandre J. S. Morin

doi:10.3389/fpsyg.2020.00626

Frontiers in Psychology (Apr 2020)

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

Rebecca J. Collie,
Lars-Erik Malmberg,
Andrew J. Martin,
Pamela Sammons,
Alexandre J. S. Morin

Affiliations

Rebecca J. Collie: School of Education, University of New South Wales, Sydney, NSW, Australia
Lars-Erik Malmberg: Department of Education, University of Oxford, Oxford, United Kingdom
Andrew J. Martin: School of Education, University of New South Wales, Sydney, NSW, Australia
Pamela Sammons: Department of Education, University of Oxford, Oxford, United Kingdom
Alexandre J. S. Morin: Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, QC, Canada

DOI: https://doi.org/10.3389/fpsyg.2020.00626
Journal volume & issue: Vol. 11

Abstract

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Teachers’ healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers’ experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the school-level to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher school-average teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher- and school level.

Published in Frontiers in Psychology

ISSN: 1664-1078 (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: https://www.frontiersin.org/journals/psychology

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