Revision Of Chinese Version Of Teacher Subjective Well-being Scale And Study On Its Adaptability

Objective: To revise the 2015 version of the Teacher Subjective Wellbeing Questionnaire(TSWQ)in Chinese.Test its reliability,validity and measurement equivalence and explore the adaptability of the Chinese version of TSWQ in the primary and secondary school teachers in China.Methods: Using the TSWQ Chinese version to test 1,725 teachers in61 primary and secondary schools in China.Use(CTJBQ)and(DSTS-T / S)as the effective standard tools to test the validity of the related standards.Three months later,61 teachers will be randomly selected from the teachers who had been tested before and tested again with TSWQ and then preliminary explore the adaptability of the scale in primary and secondary school teachers in China.Results:(1)The structure of the Chinese version of TSWQ is consistent with the original scale,which is a first-order two-factor model;(2)The correlation coefficients of TSWQ and CTJBQ and DSTS-T / S are-0.435(p <0.01)and 0.472(p <0.01)respectively;(3)The internal consistency coefficient of TSWQ is 0.895,and the alpha coefficient retested after three months is 0.902;(4)Multiple sets of confirmatory analysis results show that the Chinese version of TSWQ has fullequivalence across genders and grades;(5)TSWQ has a good adaptability among teachers in primary and secondary schools in China.Conclusion: The reliability and validity of the Chinese version of the Teacher's Subjective Well-being Questionnaire meets the requirements of psychometrics.The results of the equivalence study show that the scale can be compared across teachers of different genders and teachers of junior and senior high schools.It is also applicable to the research related to teachers' subjective well-being in China.