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Abstract

The present study reports on the technical adequacy of a cultural adaptation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with a sample of Brazilian educators (n = 268). Responses to a Brazilian Portuguese version of the TSWQ (TSWQ-BP) indicated a sound two-factor measurement model as well as convergent validity with teachers’ responses to domain-general measures of wellbeing. Measurement invariance analyses comparing the Brazilian sample with a U.S. sample (n = 185) indicated support for configural invariance but not for metric invariance. Taken together, findings provide preliminary evidence supporting the technical adequacy of scores derived from the TSWQ-BP for measuring Brazilian teacher wellbeing. Yet, results also suggest that it is currently inadvisable to use scores from the measure to directly compare the wellbeing of Brazilian and U.S. educators.

Keywords

teacher wellbeing School Connectedness Teaching Efficacy measurement

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Technical Adequacy of the Teacher Subjective Wellbeing Questionnaire With Brazilian Educators

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