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Need satisfaction and need frustration profiles among pre-service and in-service teachers: Links with self-efficacy, commitment, and intentions to quit across career stages
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DOI：10.1016/j.cedpsych.2026.102484.png)
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This study used a person-centred approach grounded in Basic Psychological Needs Theory to identify profiles of autonomy, relatedness, and competence need satisfaction and need frustration among pre-service and in-service teachers in Kuwait, and to examine how these profiles relate to self-efficacy, occupational commitment, and intentions to quit. In Fall 2025, 1755 teachers (pre-service n = 780; in-service n = 975) completed an online survey. A multi-factor measurement model showed acceptable fit (CFI = 0.94, TLI = 0.93, RMSEA = 0.053, SRMR = 0.041). Latent profile analysis supported four profiles: low satisfaction–low frustration (6.61%), very high satisfaction–high frustration (5.53%), high satisfaction–low frustration (60.17%), and moderate satisfaction with elevated autonomy frustration (27.69%). Profile membership differed by career stage. Relative to the high-satisfaction–low-frustration profile, the other profiles were associated with lower self-efficacy in both groups, and profiles marked by moderate or high frustration showed lower commitment and higher intentions to quit. Several profile-outcome paths differed across career stages. Findings highlight the practical importance of reducing need frustration rather than only increasing need satisfaction, for retention-relevant outcomes.
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