Many dimensions of teacher working conditions influence both teacher and student outcomes; yet, analyses of schools’ overall working conditions are challenged by high correlations among the dimensions. Our study overcame this challenge by applying latent profile analysis of Virginia teachers’ perceptions of school leadership, instructional agency, professional growth opportunities, rigorous instruction, managing student behavior, family engagement, physical environment, and safety. We identified four classes of schools: Supportive (61%), Unsupportive (7%), Unstructured (22%), and Structured (11%). The patterns of these classes suggest schools may face tradeoffs between factors such as more teacher autonomy for less instructional rigor or discipline. Teacher satisfaction and their stated retention intentions were correlated with their school’s working conditions classes, and school contextual factors predicted class membership. By identifying formerly unseen profiles of teacher working conditions and considering the implications of being a teacher in each, decisionmakers can provide schools with targeted supports and investments.
Latent Classes of Teacher Working Conditions in Virginia: Description, Teacher Preferences, and Contextual Factors
Keywords
working conditions, latent profile analysis, teachers, school improvement
Education level
Document Object Identifier (DOI)
10.26300/91e6-5k60
EdWorkingPaper suggested citation:
Miller, Luke C., James Soland, Daniel Lipscomb, Daniel W. Player, and Rachel S. White. (). Latent Classes of Teacher Working Conditions in Virginia: Description, Teacher Preferences, and Contextual Factors. (EdWorkingPaper:
-890). Retrieved from
Annenberg Institute at Brown University: https://doi.org/10.26300/91e6-5k60