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Relations Between Goal-Orientation Profiles and Teacher Efficacy, Psychological Well-Being, and Job Satisfaction in Early Childhood and Elementary School Teachers: Using Latent Profile Analysis
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  • Journal title : Korean Journal of Child Studies
  • Volume 37, Issue 2,  2016, pp.169-187
  • Publisher : Korean Association of Child Studies
  • DOI : 10.5723/kjcs.2016.37.2.169
 Title & Authors
Relations Between Goal-Orientation Profiles and Teacher Efficacy, Psychological Well-Being, and Job Satisfaction in Early Childhood and Elementary School Teachers: Using Latent Profile Analysis
Chung, Mira; Cha, Kijoo; Shin, Jongho; Park, Soowon; Min, Jiyeon; Kim, Minjeong;
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Objective: This study aimed to identify profiles based on early childhood and elementary school teachers` goal orientations and to examine differences in teacher efficacy, psychological wellbeing, and job satisfaction among these profile groups. Methods: Data were collected through a teacher questionnaire. The teacher goal-orientation scale consisted of six sub-dimensions: growth, leisure, wealth, relationship, promotion, and social contribution. Data were analyzed using latent profile analyses. Results: Latent profile analyses revealed three distinct profile groups: one group characterized by higher scores across all six dimensions (balanced-goal-orientation group); another characterized by lower scores on all six dimensions, with a relatively higher score on the relationship dimension (relationship-goal-oriented group); another one characterized by lower scores on all dimensions except the leisure goal (leisure-goal-oriented group). MANOVA showed that the balanced-goalorientation group was significantly higher in total years of teaching, educational attainment, and age, compared to the leisure-goal-oriented group. In regression analyses, when controlling for educational attainment, teacher types (kindergarten vs. elementary school) did not significantly predict each of the dummy-coded profile groups (0
latent profile analysis;elementary school teacher;early childhood teacher;teacher efficacy;psychological well-being;job satisfaction;
 Cited by
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