Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings

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dc.authoridSözer Boz, Esra / 0000-0002-4672-5264
dc.contributor.authorTabak, Hasan
dc.contributor.authorSözer Boz, Esra
dc.date.accessioned2025-05-29T02:54:05Z
dc.date.available2025-05-29T02:54:05Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractOrganisational identity is crucial in fostering a reliable working environment within educational settings. Therefore, this study focused on examining latent profiles of teachers' organisational identity perceptions. Latent profile analysis was utilised to uncover distinct profiles and their characteristics as assessed by the Teacher Organizational Identity Perception Scale's three dimensions (support, belonging, and communication). The data was collected from 578 in-service teachers working in different grades from preschool to high school. The results identified four distinct teacher profiles: lack of support (n = 59), belonging deficiency (n = 101), engagement (n = 276) and commitment (n = 142). Nearly half of the teachers were in the engagement profile, indicating medium-level organisational identity perception. Covariance analysis revealed that male teachers were significantly more likely to be in the engagement profile rather than the lack of support (OR = 0.59), suggesting that male teachers exhibit higher organisational identity perceptions. This study provides valuable insights into comprehending the nature of teachers' organisational identity perceptions and advocates for future studies to consider these latent profile characteristics in efforts to cultivate a robust school climate. © 2025 The Author(s). European Journal of Education published by John Wiley & Sons Ltd.
dc.identifier.doi10.1111/ejed.70098
dc.identifier.issn0141-8211
dc.identifier.issue2
dc.identifier.scopus2-s2.0-105002461340
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1111/ejed.70098
dc.identifier.urihttps://hdl.handle.net/20.500.12428/29932
dc.identifier.volume60
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherJohn Wiley and Sons Inc
dc.relation.ispartofEuropean Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250529
dc.subjectheterogeneity
dc.subjectlatent profiles
dc.subjectorganisational identity perception
dc.subjectteachers
dc.titleLatent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings
dc.typeArticle

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