Teacher Well-Being: Exploring Its Components and a Practice-Oriented Scale

Autor/inn/en	Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.; Martin, Andrew J.
Titel	Teacher Well-Being: Exploring Its Components and a Practice-Oriented Scale
Quelle	In: Journal of Psychoeducational Assessment, 33 (2015) 8, S.744-756 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915587990
Schlagwörter	Well Being; Measures (Individuals); Psychometrics; Test Reliability; Factor Structure; Anxiety; Job Satisfaction; Foreign Countries; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Factor Analysis; Structural Equation Models; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Messdaten; Psychometry; Psychometrie; Testreliabilität; Faktorenstruktur; Angst; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Faktorenanalyse; Statistische Analyse; Kanada
Abstract	This study examined the psychometric properties of the Teacher Well-Being Scale, which assesses three factors of teachers' work-related well-being: workload, organizational, and student interaction well-being. With a sample of Canadian teachers, results confirmed the reliability, approximate normality, and factor structure of the scale; provided support for a higher order factor of teacher well-being; showed the instrument functioned similarly across different sociodemographic subgroups; and demonstrated the well-being factors were related as expected with external constructs of teacher stress, job satisfaction, and general well-being. Combined, these analyses provide support for the use of the instrument as an assessment of teacher well-being and evidence of the importance of teacher well-being for other teacher outcomes. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01