Validation of the Mandarin-Chinese Teacher Well-Being Scale and Development of a Chinese Context-Specific Extension

Abstract

This study validated the Mandarin-Chinese Teacher Well-Being Scale (TWBS) and developed a context-specific extension (CS-TWBS) to capture culturally grounded dimensions of teacher well-being in China. Two studies were conducted with samples of in-service and former Chinese teachers. Study 1 evaluated the psychometric properties of the translated TWBS using exploratory and confirmatory factor analyses, reliability testing, and measurement invariance analyses. A bifactor model provided the best fit, supporting a predominantly unidimensional structure reflecting general teacher well-being. Study 2 developed and validated the CS-TWBS through cognitive interviews and psychometric testing. The CS-TWBS showed strong internal consistency, clear factorial structure, and expected associations with flourishing, burnout, and job stress. Together, the Mandarin-Chinese TWBS and CS-TWBS provide psychometrically sound and culturally appropriate instruments for assessing teacher well-being in Chinese educational settings and for informing targeted interventions.

Keywords

teacher well-being scale validation Chinese context psychometric properties cultural adaptation cross-cultural assessment

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