How do we know if teachers are well? Developing and evaluating the psychometric properties of a teacher well-being questionnaire using a sample of El Salvadoran Teachers
This case study was collected as part of Teachers in Crisis Contexts (TiCC) Roundtable to share compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. For more case studies, click here.
In light of the current issues in El Salvador, FHI360 is supporting the development of a teacher well-being measurement questionnaire, which will help meet the call for research and for an increased understanding of current levels of teacher well-being in El Salvador. As a first in this process, the research team conducted a literature review, which resulted in four key teacher well-being constructs identified: emotional regulation, emotional exhaustion, stress, and classroom management self-efficacy. The team then conducted an inventory of measurement tools available and selected the following scales to comprise the questionnaire: Emotional Regulation Questionnaire (Gross and John 2003); Emotional Exhaustion Subscale of the Maslach Burnout Inventory–educators’ survey (Maslach, Jackson, and Leiter 1997); Perceived Stress Scale (Cohen et al. 1983); and self-efficacy for classroom management subscale of the Ohio State Teacher Efficacy Scale (Tschannen- Moran and Woolfolk Hoy 2001).