The Teacher Well-Being Scale (TWBS): Construct validity, model comparisons and measurement invariance in an Ethiopian setting

The present study aimed to adapt and validate the Teacher Well-Being Scale (TWBS), in an Ethiopian education setting. To test the reliability and validity of the scale, an Amharic version of the TWBS was developed and administered to a sample of university instructors (n = 1 117). The results showed...

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Bibliographic Details
Published in:Journal of psychology in Africa 2022-05, Vol.32 (3), p.251-262
Main Authors: Zewude, Girum Tareke, Hercz, Maria
Format: Article
Language:English
Subjects:
bi-factor model
Colleges & universities
Ethiopian setting
factor analysis
Higher education
invariance
Measurement
Reliability
teacher well-being
Teachers
Teaching
translation
Validity
Well being
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Summary:The present study aimed to adapt and validate the Teacher Well-Being Scale (TWBS), in an Ethiopian education setting. To test the reliability and validity of the scale, an Amharic version of the TWBS was developed and administered to a sample of university instructors (n = 1 117). The results showed excellent reliability, acceptable convergent and divergent validity, very good discriminant, and factorial validity with the bi-factor model of TWBS. Furthermore, measurement invariance analyses revealed that the factor structure of the TWBS stayed consistent across sex (men, women), university types (research, applied, and general university), age, and experience in teaching. The TWBS may be valid for use in the Ethiopian higher education setting.
ISSN:1433-0237
1815-5626
DOI:10.1080/14330237.2022.2027623