Professional learning of late-career teachers in early childhood education: A matter of (im)balance between personal resources, job resources, and job demands

This study explores late-career teachers' (LCT) engagement in professional learning activities in the context of early childhood education in Belgium. Using the job demands-resources model, this study draws on moderation mixture model to investigate the interaction between LCT’ engagement in professional learning activities (EPLA) and their personal resources, job resources, and job demands (N = 183). We found four distinct profiles and showed that the profile one belongs to affects the strength and direction of the relation between job demands and EPLA. Results are discussed in relation to limitations, implications for practice, and future research.