Latent Profile Analysis of Teachers’ Perceptions of Rights and Authority: Focusing on the Discrepancy Between Perceived Importance and On-the-Ground Experience

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Key Points

This research examines the discrepancy between teachers' perceived importance of rights and on-the-ground experiences.
Utilized quantitative data from KEDI’s report involving 1,058 teachers from elementary, middle, and high schools.
Conducted latent profile analysis (LPA) to identify distinct subgroups of teachers based on their perceptions.
Applied BCH method to compare background variables and perceptions of educational policy across identified groups.
Four distinct teacher profiles emerged: moderate low disparity, overall moderate disparity, authority-centered high disparity, overall high disparity.
No significant differences in background variables among groups, but higher perception of rights infringements in groups with larger policy perception gaps.
Significant average differences in educational values and collaborative practices were noted among profiles.

Analyzes teachers' perceptions of rights and authority, suggesting implications for educational policy.

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Kwon et al. (2026) studied this question.

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