Psychometric Properties of the Teacher Well-being Scale (TWBS) in the Chilean context

Abstract

This study aimed to evaluate the psychometric properties of the Teacher Well-Being Scale (TWBS) within the Chilean educational context, with a specific focus on English as a Foreign Language (EFL) school teachers across the country. Given the growing recognition of teacher well-being as a critical factor in educational quality, validating reliable assessment tools is essential. To assess the reliability and internal validity of the scale in this setting, a 16-item Spanish-adapted version of the TWBS was administered online to a sample of 304 EFL teachers working in diverse Chilean school environments. Furthermore, a two-stage validation design was implemented, using independent samples. The results demonstrated that the TWBS exhibits strong psychometric properties, including excellent reliability with a Cronbach’s alpha of .903, confirming its high internal consistency. Additionally, evidence of internal validity was provided through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), which supported the scale’s structural validity and indicated a well-fitting three-factor model for the collected data. These findings are crucial for establishing the TWBS as a valid and reliable instrument in the Chilean context, ensuring its effectiveness in measuring key dimensions of teachers’ professional well-being.