Olli-Pekka Heinimäki, Hiroyuki Toyama, Katja Upadyaya, Katariina Salmela‐Aro
Teachers' optimal functioning and well-being depend on the fulfillment of their basic psychological needs for autonomy, competence, and relatedness. This study examined how the satisfaction and frustration of these needs configure in teachers' experiences. Using latent profile analysis on two cross-sectional samples of Finnish teachers (2021: N = 993; 2023: N = 1279), we identified three profiles that appeared consistently across both samples (Dominantly Fulfilled, Socially Fulfilled, and Socially Unfulfilled), as well as one profile unique to the latter (Autonomy-Oriented with Low Competence Frustration). Differences between profiles emerged in relation to teachers' background characteristics (age, gender, and educational context) and perceived work-related outcomes (work engagement, meaning of work, burnout, and turnover intentions). While having all three needs met was most strongly associated with favorable outcomes, even the fulfillment of a single need appeared beneficial. The findings highlight the value of nuanced, person-oriented approaches for advancing both theory and practice. • Basic psychological need satisfaction and frustration among teachers was examined. • Profiles with distinctive need patterns were identified. • Between-profile differences in outcome and background factors emerged. • The findings highlight the value of a nuanced person-oriented approach.