Profiles of Teachers' Value Beliefs and Costs (Poster 9)

• In Event: AERA Poster Session 10
  In Poster Session: Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

Abstract

The purpose of this study was to examine the distinct combinations of teachers’ (n=416) motivational beliefs and the extent to which these quantitatively distinct combinations were differentially related to job satisfaction, burnout, and intention to leave teaching. We first examined the measurement structure of teachers’ value beliefs and costs for teaching. Using factor scores retained from the measurement structure, we then conducted latent profile analysis. Finally, using the retained profile solution, we examined job satisfaction, burnout, and intentions to leave, measured at the end of the academic semester, as outcomes of profile membership. Results suggest that teachers’ profiles differentiated by levels of motivational beliefs statistically significantly differed on well-being outcomes and intentions to leave or remain in the teaching profession.

Authors

• Rachel Part, Meta

• Harsha Perera, University of Nevada - Las Vegas

• Brenda A. Pearson, Clark County Education Association

• Fae Ung, University of Nevada - Las Vegas

• Colleen Priya Narayan, University of Nevada - Las Vegas