Patterns of teachers’ instructional support quality and the association with job satisfaction and collegial collaboration

Classroom observations and teacher reports were used to investigate patterns of instructional support quality the association with job satisfaction collegial collaboration. Eighty-one Norwegian lower secondary schoolteachers participated in study. Latent profile analysis (LPA) identified five profiles: confident (n = 21), low-quality less 18), high-quality 9), low inquiry (AI) dialogue (ID; n 12). The results indicated that teachers satisfied their compared AI ID teachers. By gaining more knowledge about associations teachers’ collaboration, actions professional development can be tailored individual needs.