Ruth Heng Chin Goh, Phaik Kin Cheah, Jin Kuan Kok, Chee-Seng Tan
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Development and Validation of Teachers’ Professional Well-Being Scale: A Study of Secondary School Teachers in Malaysia
Research has shown that teacher professional well-being (TPWB) is important in influencing teachers’ dedication as well as students’ well-being (Dreer in Educational Studies 50:61–77, 2024; Harding et al. in Journal of Affective Disorders 242:180–187, 2019). In the light of these past researches, the aim of this research was to develop a suitable TPWB scale for Malaysian teachers. 733 teachers participated in this exploratory sequential research consisting of focus group interviews, exploratory factor analysis, and confirmatory factor analysis. Results showed that TPWB comprises six factors which are meaning, relatedness, system, autonomy, hope and competence. Validity tests showed that TPWB has significant correlations with employee well-being and positive affect and negative correlation with negative affect. The theoretical contributions and practical implications of this research are discussed.
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