Latent School-Level Classes of Teacher Working Conditions in Virginia

Principal Investigator(s):  View help for Principal Investigator(s) Luke C. Miller, University of Virginia

Version:  View help for Version V1

Name File Type Size Last Modified
2019 VA Working Conditions Survey Teacher.pdf application/pdf 936.8 KB 10/20/2020 11:37:AM
2021 VSSCWC Classroom Instructors.pdf application/pdf 513 KB 12/06/2018 07:10:AM
Agree 3 Step.inp text/plain 6.6 KB 10/13/2021 04:46:AM
Analyze Included & Excluded Schools v2.do text/plain 2 KB 01/24/2025 08:07:AM
Characteristic Probability Graphs.do text/plain 8.9 KB 05/04/2023 10:54:AM
Create School LPA Class DSet (1).do text/plain 3.5 KB 06/29/2023 07:32:AM
Descriptives and Multinomial Class-Characteristic Models.do text/plain 27.2 KB 01/21/2025 02:13:PM
Disagree 3 Step.inp text/plain 6.6 KB 08/13/2024 09:44:AM
Factor Analysis Family Engagement.inp text/plain 838 bytes 02/17/2023 11:48:AM
Factor Analysis Instructional Agency.inp text/plain 883 bytes 10/12/2021 07:56:AM
    Total of 98 records. Records per page
  • « previous
    •  Page  of 10
  • next »

Project Citation: 

Miller, Luke C. Latent School-Level Classes of Teacher Working Conditions in Virginia. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-01-24. https://doi.org/10.3886/E216502V1

Project Description

Summary:  View help for Summary Many dimensions of teacher working conditions influence both teacher and student outcomes; yet, analyses of schools’ overall working conditions are challenged by high correlations among the dimensions. Our study overcame this challenge by applying latent profile analysis to school-level measures of school leadership, instructional agency, professional growth opportunities, rigorous instruction, managing student behavior, family engagement, physical environment, and safety. We identified four classes of schools: Supportive (61%), Unsupportive (7%), Unstructured (22%), and Structured (11%). The patterns of these classes suggest schools may face tradeoffs between factors such as more teacher autonomy for less instructional rigor or discipline. Teacher satisfaction and their stated career intentions were predicted by their school’s working conditions class, and school contextual factors predicted class membership. By identifying formerly unseen profiles of school-level teacher working conditions and considering the implications of being a teacher in each, decisionmakers can provide schools with targeted supports and investments.
Funding Sources:  View help for Funding Sources United States Department of Education. Institute of Education Sciences (R305A200106)

Scope of Project

Subject Terms:  View help for Subject Terms working conditions; latent profile analysis; teachers; school improvement
Geographic Coverage:  View help for Geographic Coverage Virginia
Time Period(s):  View help for Time Period(s) 9/1/2019 – 5/1/2021
Collection Date(s):  View help for Collection Date(s) 1/1/2021 – 5/1/2021
Universe:  View help for Universe Public schools in Virginia during SY 2020-21
Data Type(s):  View help for Data Type(s) aggregate data

Methodology

Sampling:  View help for Sampling All regular public schools opened in Virginia in Fall 2020 were sampled.
Data Source:  View help for Data Source various public sources include Virginia Department of Education, Virginia Department of Health, U.S. Census Bureau, and National Center for Education Statistics
Unit(s) of Observation:  View help for Unit(s) of Observation public school

Related Publications

Download this project

Published Versions

V1 [2025-01-24]

Export Metadata

Dublin Core

DDI 2.5

Report a Problem

Found a serious problem with the data, such as disclosure risk or copyrighted content? Let us know.

This material is distributed exactly as it arrived from the data depositor. ICPSR has not checked or processed this material. Users should consult the investigator(s) if further information is desired.