Improving the Measurement of Teacher Well-Being Using Integrated Factor Analysis

• In Event: Mixed-Methods Research Applications for Teachers

Abstract

Although there has been growing interest in the construct of teacher well-being (TWB), there is still much confusion as to what constitutes TWB and how to measure it. The purpose of this convergent mixed methods design (QN + QL) study was to examine and compare competing definitions of TWB, as operationalized by the Teacher Subjective Well-being Questionnaire (TSWQ) (Renshaw et al., 2015) and the Teacher Well-being Scale (TWBS) (Collie et al., 2015), to one another and to teacher-generated definitions of well-being to investigate the construct of TWB. Authors used a process of integrated factor analysis to analyze qualitative and quantitative data to improve scales of measurement.

Authors

• Hallie Fox, The George Washington University

• Beth Tuckwiller, The George Washington University

• Lionel Howard, The George Washington University

• William R. Dardick, The George Washington University