Psychometric Evaluation of the Teacher Professional Well-Being Scale: Assessing Factor Structure, Reliability, and Validity in University Instructors

Zewude, Girum Tareke and Alemu, Yikunoamlak Mesfin and Goraw, Solomon and Hussen, Kasahun and Eshetie, Engidasew Nigussie and Mekonnon, Drese Fenatw and Gebresellassie, Moges and Bereded, Derib Gosim (2024) Psychometric Evaluation of the Teacher Professional Well-Being Scale: Assessing Factor Structure, Reliability, and Validity in University Instructors. PSYCHOLOGY INTERNATIONAL, 6 (3). pp. 746-768. ISSN 2813-9844

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Abstract

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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