Psychometric Properties of the Engaged Teachers Scale (ETS)
Main Article Content
Abstract
Work engagement is an affective-motivational condition that generates willingness, involvement at work and focused effort on the accomplishment of tasks by the employee. This study joined validity evidence for the Engaged Teachers Scale (ETS) in the Brazilian context. The sample consisted of 417 teachers, male and female (62.1% female). The confirmatory factor analyses evidenced that the original model of the instrument, which consists of 16 items distributed in four factors, showed the best fit to the data. The scale revealed invariance for sex, application type (face-to-face or online), age range and teaching experience. The internal consistency rates range between 0.66 and 0.85. Furthermore, the scale showed convergent validity indicators with work engagement and affective organizational commitment. The good psychometric qualities of the scale recommend its future use in research of engagement in teachers.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content.
References
Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Key questions regarding work engagement. European Journal of Work and Organizational Psychology, 20(1), 41–28. doi:0.1080/1359432X.2010.485352
Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1), 189–206. doi:10.1348/096317909X402596
Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273-285. doi:http://dx.doi.org/10.1037/ocp0000056
Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Adaptação e validação de instrumentos psicológicos entre culturas: Algumas considerações. Paidéia, 22(53), 423– 432. doi:10.1590/1982-43272253201314
Ferreira, M. C., Assmar, E. M. L., Souto, S. O., Braga, L. L., Rocha, P. M., & Pacheco, G. L. (2002). Validação de um instrumento para avaliação do comprometimento organizacional. In Conselho Federal de Psicologia (Ed.), I Congresso Brasileiro de Psicologia Ciência e Profissão. Brasília: CFP.
Ferreira, M. C., Valentini, F., Damásio, B. F., Mourão, L., Porto, J., Chinelato, R. S. C. Novaes, V. P., & Pereira, M. M. (2016). Evidencias adicionais de validade da UWES-9 em amostras brasileiras. Estudos de Psicologia, 21(4), 435–445. doi: 10.5935/1678-4669.20160042
Guvenc, H. (2015). The relationship between teachers’ motivational support and engagement versus disaffection. Educational Sciences: Theory & Practice, 15(3), 647–657. doi:10.12738/estp.2015.3.2662
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. doi:10.1016/j.jsp.2005.11.001
Høigaarda, R. Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347–357. doi: 0.1080/02619768.2011.633993
Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F. Y., Wong, M. W., & Woods-McConney, A. (2012). Teachers’ engagement at work: An international validation study. The Journal of Experimental Education, 80(4), 317–337. doi:10.1080/00 220973.2012.678409
Klassen, R. M., Yederlen, S., & Durksen, T. L. (2013). Measuring teacher engagement: Development of engaged teachers scale. Frontline Learning Research, 1(2), 33–52. doi:10.14786/flr.v1i2.44
Meyer, J. P., & Allen, N. J. A. (1991). Three-component conceptualization of organization commitment. Human Resource Management Review, 1(1), 61–98. doi: 10.1016/1053-4822(91)90011-Z
Miles, J., & Shevlin, M. (2001). Applying regression and correlation: A guide for students and researchers. London: Sage. Ramos, F. (1999). El síndrome de burnout. Madrid: Doppel. Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47(5), 667–696. doi:10.1080/00273171.2012.715555
Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In A. M. Huberman (Ed.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 38– 58). New York: Cambridge University Press.
Schaufeli, W. B. (2013). What is engagement? In C. Truss, K. Alfes, R. Delbridge, A., Shantz, & E. Soane (Eds.), Employee engagement in theory and practice (pp. 1–37). London: Routledge.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. doi:10.1177/0013164405282471
Schaufeli, W. B., Salanova, M., González-Romá. V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. doi:10.1023/A:1015630930326
Silva Júnior, D. I., & Ferreira, M. C. (2009). A predição do burnout em trabalhadores off- -shore-oil. Estudos: Vida e Saúde, 1/2, 75–93. Recuperado de http://seer.pucgoias. edu.br/index.php/estudos/article/viewFile/1019/717
Song, J., Kim, W., Chai, D. S., & Bae, S. H. (2014). The impact of an innovative school climate on teachers’ knowledge creation activities in Korean schools: The mediating role of teachers’ knowledge sharing and work engagement. KEDI Journal of Education Policy, 11(2), 179 – 204. Retrived from https://www.researchgate.net/publication/279110911_The_impact_of_an_innovative_school_climate_on_teachers’_knowledge_creation_activities_in_Korean_schools_The_mediating_role_of_ teachers’_knowledge_sharing_and_work_engagement
Vazquez, A. C. S., Magman, E. S., Pacico, J. C., & Hutz, C. S. (2015). Adaptation and validation of the Brazilian version of the Utrecht Work Engagement Scale. Psico- -USF, 20(2), 207–217. doi:10.1590/1413-82712015200202