Revision of Chinese Version of Teacher Subjective Well-being Questionnaire
Objective:To examine the reliability,validity and measurement invariance of the Teacher Subjective Well-being Questionnaire(TSWQ)among Chinese secondary teachers.Methods:1463 secondary teachers were measured,and 55 of them were randomly selected for retesting after four weeks,using the Chinese Teachers'Job Burnout Questionnaire(CTJBQ)and the Delaware School Climate Scale-Teacher/Staff(DSCS-T/S)as validity instrument.Results:(1)Confirmato-ry factor analysis show data fitting a two factor model;(2)The total score of TSWQ was significantly positively correlated with school climate and personal accomplishment(r=0.465;r=0.416),and exhibited a negative correlation with emotional exhaustion and depersonalization(r=-0.226;r=-0.232);(3)The Cronbach's α coefficients of the Chinese version of the TSWQ was 0.898,and the test-retest reliability was 0.813;(4)Results of measurement invariance test showed that the Chi-nese version of TSWQ had measurement invariance across gender and grade groups;(5)There were differences in the teach-ing efficacy subscale of TSWQ in gender,with male teachers exhibiting higher levels of teaching efficacy compared to fe-male teachers.Conclusion:The Chinese version of TSWQ has acceptable psychometric properties.
国家科技期刊平台
NSTL
万方数据
