Development of The Teacher Well-Being Scale

The aim of this study is to develop a valid and reliable measurement tool that can evaluate teachers' professional well-being from a multidimensional perspective. The teaching profession has a structure that requires intense emotional labor, constant interaction and high responsibility, and the ability of teachers to maintain their professional functionality depends largely on their individual and organizational well-being levels. In this direction, based on the OECD's theoretical framework for well-being, it was aimed to develop a scale covering teachers' professional qualifications, perceived workload and institutional support levels and psychological resilience. The research was conducted on the data obtained from 453 teachers. Explanatory and confirmatory factor analyses were performed to examine the structural validity of the scale; reliability level was evaluated with Cronbach alpha coefficient. Explanatory factor analysis results showed that the scale has a structure consisting of three factors and 18 items, "Professional Competence", "Workload and Support" and "Psychological Endurance". Together, the three factors account for approximately 41% of the total variance. The overall reliability coefficient of the scale was found to be 0.726 and internal consistency was determined to be acceptable. The results of the confirmatory factor analysis also revealed that the model has acceptable compliance indexes. In the analyses conducted according to demographic variables, it was determined that the professional well-being of teachers showed significant differences in some dimensions according to gender, professional experience and learning status variables; in contrast, there was no significant difference in the teaching level, placement and working time in the current institution. The findings obtained show that the developed scale is a valid and reliable measurement tool that can evaluate teachers' professional well-being in a holistic manner.