Teachers’ Engagement–Stress Profiles in a Digital Instructional Environment: Differences in Job-Related Affect

This study advances understanding of teachers’ affective experiences in digital instruction by examining the combined patterns of engagement and stress. A survey of 490 secondary school teachers was analyzed using latent profile analysis to identify distinct affective profiles. Differences in job-related affect—job satisfaction, professional confidence, and occupational happiness—were tested with the BCH method, and predictors were examined via multinomial logistic regression. Four profiles emerged—Exhausted, Vigor-Depleted, Stable, and Highly Engaged—with significant differences across outcomes. The Exhausted profile showed the lowest levels of job-related affect. School digital readiness significantly predicted a higher likelihood of belonging to the Vigor-Depleted profile relative to the Exhausted profile.