The Teacher Well-Being Scale (TWBS): Construct validity, model comparisons and measurement invariance in an Ethiopian setting

Abstract

The present study aimed to adapt and validate the Teacher Well-Being Scale (TWBS), in an Ethiopian education setting. To test the reliability and validity of the scale, an Amharic version of the TWBS was developed and administered to a sample of university instructors (n = 1 117). The results showed excellent reliability, acceptable convergent and divergent validity, very good discriminant, and factorial validity with the bi-factor model of TWBS. Furthermore, measurement invariance analyses revealed that the factor structure of the TWBS stayed consistent across sex (men, women), university types (research, applied, and general university), age, and experience in teaching. The TWBS may be valid for use in the Ethiopian higher education setting.