A multidimensional, person-centred perspective on teacher engagement: evidence from Canadian and Australian teachers

Perera, Harsha N. and Yerdelen, Sundus and McIlveen, Peter ORCID: https://orcid.org/0000-0002-1864-9516 and Part, Rachel (2021) A multidimensional, person-centred perspective on teacher engagement: evidence from Canadian and Australian teachers. British Journal of Educational Psychology, 91 (3). pp. 882-910. ISSN 0007-0998


Abstract

Background
Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment.

Aims
Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers’ energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers’ self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations. We also examined emotional exhaustion (EE) and job satisfaction (JS) as outcomes of profile membership in Canadian and Australian teachers, respectively.

Samples
The samples comprised 586 Canadian and 595 Australian teachers.

Methods
Data on teachers’ multidimensional engagement and teacher self-efficacy were collected in both the Canadian and Australian samples. Additionally, data on Canadian teachers’ burnout and Australian teachers’ job satisfaction were collected.

Results
Latent profile analyses revealed three engagement profiles, representing distinct configurations of teachers’ multidimensional energetic investments, which were found to mostly generalize. Additionally, self-efficacy beliefs were found to predict the likelihood of engagement profile membership equally in Canadian and Australian teachers, and EE in Canadian teachers and JS in Australian teachers were found to differ significantly across the profiles.

Conclusions
The results of the study constitute among the first evidence that teachers may be differentially engaged in the teaching environment with respect to their distinct energetic investments, and such differential profiles of engagement have differential implications for well-being-related outcomes and can be predicted by their teaching capability beliefs.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 2021. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 12 Jul 2021 07:18
Last Modified: 17 Aug 2021 03:19
Uncontrolled Keywords: teacher engagement, teacher job satisfaction, teacher exhaustion
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3904 Specialist studies in education > 390412 Teacher and student wellbeing
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
Identification Number or DOI: https://doi.org/10.1111/bjep.12398
URI: http://eprints.usq.edu.au/id/eprint/42703

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