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

ABSTRACT Organisational 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.