Psychometric Evaluation of the Teacher Professional Well-Being Scale Assessing Factor Structure, Reliability, and Validity in University Instructors /
Teacher professional well-being (TPWB) is crucial in education, affecting educators and students. The Teacher Professional Well-Being Scale (TPWBS) measures five core dimensions—self-efficacy, job satisfaction, aspiration, recognition, and authority—initially developed in Turkey. This study aims to...
Elmentve itt :
| Szerzők: | |
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2024
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| Sorozat: | Psychology International
6 No. 3 |
| Tárgyszavak: | |
| doi: | 10.3390/psycholint6030047 |
| mtmt: | 35202582 |
| Online Access: | http://publicatio.bibl.u-szeged.hu/34530 |
| Tartalmi kivonat: | Teacher professional well-being (TPWB) is crucial in education, affecting educators and students. The Teacher Professional Well-Being Scale (TPWBS) measures five core dimensions—self-efficacy, job satisfaction, aspiration, recognition, and authority—initially developed in Turkey. This study aims to adapt, develop, and validate the Teacher Professional Well-Being Scale (TPWBS) in Ethiopia. Investigate the TPWBS factor structure and evaluate its measurement invariance (MI) across gender, university type, and teaching experience. By examining teachers’ perceptions of professional well-being, this study contributes to understanding Ethiopian higher education. Exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) use data from Ethiopian university instructors. Conduct initial EFA on a sample of 82 men and 222 women (sample 1), followed by CFA on a sample of 529 men and 179 women (sample 2). Assess factor loadings of TPWBS items across sub-dimensions. Use data from Ethiopian higher education institutions and involve 1012 instructors. The EFA reveals excellent factor loadings for all TPWBS items within each sub-dimension, indicating a robust factor structure. TPWBS exhibits acceptable construct validity, good reliability, and satisfactory convergent and divergent validity. The CFA demonstrates good model fit, supporting TPWBS validity: χ2 (289) = 942.20, p < 0.001, χ2/df = 3.26, GFI = 0.912, TLI = 0.935, CFI = 0.943, RMSEA = 0.057, 95% CI [0.053, 0.061]. TPWBS is a valid and reliable tool for assessing the professional well-being of Ethiopian university teachers. Its adaptation and validation process highlight cultural and contextual factors in well-being evaluation. Findings offer insights for practitioners and researchers in well-being assessment. |
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| Terjedelem/Fizikai jellemzők: | 746-768 |
| ISSN: | 2813-9844 |