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

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.