A Typological Approach to Identifying Working Conditions That Promote Teacher Growth

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-4 - The Impact of Workplace Civility and Job Satisfaction on Trust and Professional Development

Abstract

The proposed study builds on research considering the relationship between working conditions and teacher performance. Instead of a variable-based approach, we apply a latent class analysis to define a typology of working conditions and examine the development of novice teachers by typology. By first employing a multi-level factor analysis to define the working conditions factors used to define the typology and introducing latent profile analysis to this body of research, this paper represents the most methodologically sound and practically accessible treatment of the relationship between working conditions and teacher development to date.

Authors

• J. Edward Guthrie, Vanderbilt University

• Gary Henry, Vanderbilt University