Background: This study aimed to identify distinct patterns of teaching practices in Swedish compulsory schools and their influence on adolescents’ subjective well-being, focusing on school satisfaction and stress. We differentiated among teacher-centered, student-centered, and student-dominated practices using a person-oriented approach.
Methods: Data were drawn from a nationally representative sample of 9th-grade students in the Swedish Evaluation through Follow-Up Survey. Latent class analysis identified teaching practice subtypes based on student perceptions, and linear regressions assessed differences in subjective well-being across these subtypes.
Results: Three distinct classes emerged: student-centered, student-dominated, and teacher-centered practices. Student-centered practices correlated with moderate school satisfaction, while student-dominated practices showed the highest satisfaction but increased stress. Teacher-centered practices resulted in the lowest satisfaction among the classes.
Discussion: Findings indicate that student-centered and student-dominated practices likely enhance subjective well-being, though overly autonomous settings may increase stress, underscoring the need for balanced instructional approaches.