Teachers who intend to leave to profession state that this is related to a lack of support for their contributions to their schools (Pressley et al., 2026). To provide that support, understanding is needed about how teachers commit to their work and how that related to innovative work behaviour and turnover intentions. Commitment is a sense of responsibility and dedication for a part of one’s work (i.e., a target; (Klein et al., 2012). However, organisations consists of people with various values and goals, so commitment can be directed at various parts of teachers’ work (i.e., targets; (Reichers, 1985). As such, teachers have commitment in varying degrees for different parts and patterns are recognizable between teachers regarding this (i.e., (commitment) profiles; Meyer et al., 2025). Thus, instead of making general claims over a population, this person-centred approach facilitates looking how teacher have distinct commitments to their work. Consequently, a more explicit understanding at the relationship between teachers’ commitment and its outcomes is formed. As such. this study investigates the following research questions: which commitment profiles can be identified among teachers in primary, secondary, and vocational education and what is the relationship between these commitment profiles and innovative work behaviour and turnover intentions? For this study, 616 teachers filled in a questionnaire regarding the extent of their commitment towards 14 targets and their innovative work behaviour, continuous professional development, and turnover intentions. A latent profile analysis was conducted in R (package: tidyLPA) to identify the profiles, and subsequently, three one-way ANOVAs with pair-wise comparisons were conducted to find the difference between the profiles regarding the abovementioned outcomes. The results provide five commitment profiles: a (1) high, (2) moderate, and (3) low committed profile, a (4) locally orientated profile, and a (5) individualistic profile. Teachers in the individualistic and low committed profiles had the most turnover intentions, while teachers in the individualistic and high committed profiles reported the most innovative work behaviour. In short, the commitment profiles are distinct for each other regarding the extent to which one is committed to work in general and in teacher’s relationship with the school context. Further, teachers with a sole focus on teaching rather than also on their colleagues and school are more likely to leave to organisation.

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