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

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-19 - Understanding Teacher Stress and Student Welfare Roundtable

Abstract

This study seeks to examine a recently developed teacher well-being instrument using a construct validation approach. The instrument assesses three factors of work-related well-being among teachers: workload well-being, organizational well-being, and student interaction well-being. We conducted tests of internal and external validity with a sample of 603 Canadian school teachers. Our analyses included tests of internal structure, the influence of socio-demographic characteristics, invariance as a function of key respondent groupings, and examination of relationships with external constructs. Results provided support for the instrument (e.g., they confirmed the factor structure of the scale, demonstrated expected relationships with external constructs). Importantly, they are also related to key substantive implications for the construct of teacher well-being (e.g., efforts to improve teacher well-being).

Authors

• Rebecca J. Collie, University of New South Wales

• Jenna D. Shapka, The University of British Columbia

• Nancy E. Perry, The University of British Columbia

• Andrew J. Martin, The University of New South Wales