In response to the growing complexity of modern education, recent research has increasingly focused on profiling teachers to gain deeper insight into their educational approaches. Studies on teacher profiles frequently examine various dimensions, including orientations toward teaching, educational strategies, and teachers’ learning strategies (Stes & Petegem, 2012; Ledger et al., 2019; Doğan et al., 2023). For instance, Doğan et al. (2023) employed a cluster analysis to identify distinct teacher profiles based on engagement in instructional design and the integration of innovative pedagogical practices. Their findings revealed three teacher profiles structured around five skill domains: facilitation and leadership, digital proficiency, design/development, implementation/enactment, and professional efforts to transfer knowledge (Doğan et al., 2023).

Teachers’ well-being and health has also emerged as a critical area of educational research, as it significantly impacts educational quality, job satisfaction and school climate (Mădălina Răducuă & Stănculescu, 2022; Skaalvik & Skaalvik, 2019). The Job Demands-Resources (JD-R) model provides a valuable framework for understanding the organizational and psychological dimensions of teacher well-being (Bakker & Demerouti, 2017). Burnout, characterized by emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment, is linked to reduced teaching effectiveness and increased absenteeism (Bakker & Demerouti, 2017). Conversely, engagement—conceptualized as a state of vigor, dedication, and absorption—correlates with improved instructional quality and enhanced student outcomes (Hakanen et al., 2006). Empirical research has identified diverse burnout profiles across educational contexts. For instance, a study on Greek secondary teachers revealed four profiles—Burnout, Engagement, Overextended, and Ineffective—highlighting Overextended as the most prevalent (50%) (Kalamara & Richardson, 2022). Similarly, Finnish teachers exhibited five profiles, with the least burnout being the most common. Teachers with lower burnout levels demonstrated stronger self-regulation and engagement in supportive work environments, leading to improved professional outcomes (Pyhältö et al., 2021).

Recent evidence also suggests a strong relationship between teachers’ well-being and educational practices. Teachers with higher levels of well-being are more likely to adopt active methodologies and a student-centered approach. Active learning strategies not only enhance student engagement but also contribute to a more fulfilling and sustainable teaching practice (Fatahi & Warner-Griffin, 2024).

Despite the growing body of literature on teachers’ health and educational strategies (e.g. Collie et al., 2020; Doğan et al., 2023), few studies have comprehensively integrated psychological and pedagogical dimensions to create nuanced teacher profiles. For instance, Răducuă & Stănculescu (2021) emphasize the dynamic interplay between teaching styles, such as fostering learner-centered approach, and organizational and psychological well-being dimensions. Their evidence identifies protective and risk factors of teachers’ burnout profiles in the framework of Kolb’s Experiential Learning Theory (Kolb, 2014).

Moreover, while cluster-based analyses have been widely employed to group teachers based on well-being or instructional strategies (e.g., Doğan et al., 2023; Stes & Van Petegem, 2014), they frequently overlook latent variables. These unobserved factors, representing latent classes, offer a more holistic and multidimensional perspective on teacher profiles. Traditional variable-centered methodologies, though informative, may neglect heterogeneity within teacher populations, limiting their applicability in diverse educational contexts. In contrast, a person-centered approach could offer the opportunity to explore a more nuanced understanding of how various factors shape teacher profiles.

This study adopts a person-centered approach to examine the intersection between teachers' psychological well-being and pedagogical orientations, aiming to identify distinct teacher profiles that integrate both health-related and educational strategies dimensions. By synthesizing psychological and pedagogical theoretical perspectives, this research seeks to provide a holistic understanding of teacher development, ultimately informing targeted educational policies designed to enhance both teacher well-being and instructional effectiveness.

This study employs a person-centered approach, utilizing Latent Class-Profile Analysis (LCPA) to explore the association between teachers' psychological well-being profiles (e.g. burnout; engagement; perceived health) and pedagogical approaches (e.g. active learning methodologies; health promotion activities; learning strategies). By identifying distinct teacher profiles, considering LCPA allows for a nuanced understanding of how these variables shape in different teacher groups. The associations between health-related dimensions and teachers’ educational strategies will be explored. The study involves a representative sample of 5,847 teachers from 449 middle and high schools, part of the HBSC–Teachers Survey in Lombardy (Italy). This survey is conducted by the Health and Sustainability Research Lab at the University of Milan – Bicocca in collaboration with DG Welfare – Lombardy Region and the Lombardy Regional School Office. It includes a dedicated survey for teachers from the same classes involved in the international study ‘Health Behaviour in School-aged Children’ (HBSC). All class teachers, including support teachers, were invited to participate in the survey, adhering to the rigorous protocol set by the HBSC international study. The sample is representative of teacher population in Lombardy region in Italy across first- and second-grade schools. Data collection occurred between April and June 2022.

Descriptive statistics reveal diverse teacher characteristics. Concerning teachers’ wellbeing and health dimensions, levels of burnout, engagement, and health perceptions of teachers were investigated. The Italian version of the Maslach Burnout Inventory was used to measure burnout levels (Sirigatti & Stefanile, 1993). Most of the sample indicated at least good health, with 13% indicating fair health and 3% who indicated poor health. In relation to the critical dimensions, 48% of teachers have critical levels in at least one of the three main indicators of burnout (Emotional Exhaustion, Depersonalization or Personal Achievement) and 4.6% are at high risk having all three at a critical level. To measure levels of Engagement, the Italian version of the UWES-9 was included (Balducci et al., 2010). Half of the sample reports a high level of Engagement, just under half reports a medium level, and only 3% reports a low level. Regarding teachers’ educational strategies, Active Learning methodologies, learning strategies and health promotion activities were explored. Active Learning methodologies scale measures frequency of using cooperative learning methodologies (M= 1,97) and metacognitive methodologies (M= 3,08). This study will provide to identify distinct teacher profiles and to explore the facilitating and hindering factors that influence their teaching approaches. Understanding these profiles will provide valuable insights into the relationship between teachers’ psychological well-being and their educational strategies. The findings could have implications for the design of targeted professional development programs and interventions aimed at fostering more effective and engaging teaching practices. These insights will also be valuable for implementing the Health Promoting School (HPS) approach, which promotes a holistic approach to health in educational environments (Young et al., 2013), supporting educational policies and professional learning environments.

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