教师主观幸福感量表的中文修订

Revision of Chinese Version of Teacher Subjective Well-being Questionnaire

目的:检验教师主观幸福感量表(Teacher Subjective Well-being Questionnaire,TSWQ)中文修订版信度、效度及其跨教师性别、跨任教学段的测量等值性。方法:应用中文版TSWQ对来自全国9省份56所中学的1463名教师进行测量,以中小学教师职业倦怠量表和特拉华校园氛围量表-教工卷为效标工具,一个月后随机抽取55名教师进行重测。结果:(1)验证性因素分析结果支持一阶二因子模型。(2)中文版TSWQ总分与教师校园氛围感知、个人成就感显著正相关(r=0.465,P<0.01;r=0.416,P<0.01),与情绪衰竭、非人性化显著负相关(r=-0.226,P<0.01;r=-0.232,P<0.01)。(3)中文版TSWQ总量表的Cronbach’sα系数为0.898,四周后的重测信度为0.813。(4)多组验证性因素分析结果显示,中文版TSWQ跨性别和跨任教学段的测量等值性假设成立。(5)在教师主观幸福感量表的教学效能感维度存在显著性别差异,男教师教学效能感优于女教师。结论:中文版TSWQ信度与效度良好,可在不同教师性别、任教学段之间进行跨组比较,是研究我国教师主观幸福感的可靠工具。

Objective:To examine the reliability,validity and measurement invariance of the Teacher Subjective Wellbeing Questionnaire(TSWQ)among Chinese secondary teachers.Methods:1463 secondary teachers were measured,and55 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)Confirmatory 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'sαcoefficients 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 Chinese version of TSWQ had measurement invariance across gender and grade groups;(5)There were differences in the teaching efficacy subscale of TSWQ in gender,with male teachers exhibiting higher levels of teaching efficacy compared to female teachers.Conclusion:The Chinese version of TSWQ has acceptable psychometric properties.