The Teaching and Learning International Survey (TALIS) is a comprehensive international study examining teachers' and school principals' professional competencies and teaching practices. This study aims to identify the individual characteristics of teachers from Turkey who participated in the TALIS 2018 survey based on their job satisfaction, self-efficacy, and teaching practices and to model the latent profiles they exhibit. The data were obtained from the OECD's international database. Analyses were conducted using Microsoft Excel, SPSS, and Jamovi. The study utilized data from 19.089 teachers working at Turkey's primary, secondary, and high school levels. Of these teachers, 47.5% (n=9.072) were male, and 52.5% (n=10.017) were female. Composite scores for job satisfaction, self-efficacy, and teaching practices, derived from the TALIS 2018 teacher survey, were used in the analyses. The results revealed the highest positive correlation between teacher self-efficacy and teaching practice skills. It was also found that teachers' job satisfaction had a weak relationship with their self-efficacy levels and instructional practices. The latent profile analysis identified three homogeneous subgroups of teachers: (1) low-level professional qualifications and teaching practice skills, (2) average-level professional qualifications and teaching practice skills, and (3) high-level professional qualifications and teaching practice skills. The most significant difference among these profiles was observed in teacher self-efficacy levels.

Latent profile analysis, job satisfaction, teaching practices, teacher, self-efficacy, TALIS.