Classification of Teacher Conflict Types and Analysis of the Factors that Influence Their Classification

The purpose of this study was to classify the conflict types among elementary and secondary teachers and to analyze the factors that influence the classification of the conflict types. Inaddition, it was analyzed whether the level of “burn-out” and “job satisfaction” among the teachers differed according to the type of the teacher conflict. For this study, latent profile analysis and multinomial logistic regression analysis were used.As a result of the study, the conflict types of teachers were derived into three latent profiles: ‘the lowest conflict group’, ‘low conflict group’, and ‘the average conflict group’. During the exploration of the predictive factors of the classification of the latent profiles, it was found that the individual factors that increased the likelihood of elementary school teachers belonging to the low-conflict group were gender, homeroom status, and intrinsic motivation. For the work environment variable, statistical significance was derived from the relationship between the work burden, teachers’ autonomy, and the relationship with other members of the staff. For the secondary school teachers, gender, the work burden, the teachers’ autonomy, their relationship with other staff members, teaching career, and temporary worker status were found to be statistically signi- ficant factors. Since the differences were assessed based on the classified latent profiles, it was found that teachers’ burnout was low and job satisfaction was high in the group with low conflict, in both groups, of elementary and secondary teachers, and there was a statistically significant difference between the groups.