Teacher perceived emotional job demands scale: Validity, reliability and invariance study

Abstract

The aim of this study was to develop a measurement tool to determine teachers' perceived emotional job demands. The item pool created as a result of a literature review conducted by researchers was subjected to expert evaluation for content, appearance, and meaning validity, and finally, a draft scale form was created. The draft form was applied to 207 teachers, and exploratory factor analysis was conducted with the obtained data, revealing a one-dimensional scale structure consisting of seven items. To confirm this structure, data were collected from 283 teachers, and the one-factor scale structure was confirmed based on fit indices estimated through confirmatory factor analysis. Furthermore, it was observed that the scale met the conditions of convergent validity and reliability as a result of the analyses conducted. Measurement invariance of the scale was tested for gender (female-male), marital status (married-single), and age (under 40 and over 40) categories, and it was found that the scale met the requirements of configural, metric, scalar, and strict invariance. In the final stage, the scale's nomological validity was established by examining its relationship with burnout and work engagement. Data collected from 245 teachers were analyzed using structural equation modeling, and the significant relationships confirmed the scale's nomological validity. In conclusion, it was determined that the scale in question is a valid and reliable tool that can be used to measure teachers' perception of emotional job demands.

Keywords

• Emotional job demands
• Validity
• Reliability
• Invariance

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