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PurposePrincipals' well-being worldwide is under increasing threat due to the challenging and complex nature of their work and growing demands. This paper aimed at developing and validating a multidimensional Principal Well-being Inventory (PWI) and examining the state and consequences of principal well-being.Design/methodology/approachThis paper involves four independent samples of principals working in schools from Hong Kong and Mainland China. The research design consisted of four phases with four sequential empirical studies. Phase 1 was to establish the content validity (literature review and Study 1);Phase 2 was to test the construct validity (Study 2 and Study 3);Phase 3 was to build the criterion validity (re-use the data from Study 3) and Phase 4 was to test the cross-validity of the PWI (Study 4).FindingsBased on published literature and four successive empirical studies, a 24-item PWI was created via a theoretical-empirical approach of test construction. Validity was confirmed through construct-, content-, criterion- and cross-validity testing. The PWI covers the six important well-being dimensions - physical, cognitive, emotional, psychological, social and spiritual - to present a general picture of principals' occupational well-being associated with job nature, well-being literacy, leadership and context.Research limitations/implicationsThe inventory will aid efforts to promote principal well-being as an essential component of schoolwide well-being, quality education and a wellness society.Practical implicationsDuring the post-COVID-19 period, this project is deemed both critical and timely so that quality education will not be sacrificed due to factors affecting principal well-being.Originality/valueThis theoretically and empirically validated inventory serves as a robust tool for comprehensively understanding principal well-being and a fuller exploration of their well-being literacy, drivers and outcomes.
ABSTRACT
BACKGROUND: There are no psychometrically validated measures of the willingness to engage in public health screening and prevention efforts, particularly mobile health (mHealth)-based tracking, that can be adapted to future crises post-COVID-19. OBJECTIVE: The psychometric properties of a novel measure of the willingness to participate in pandemic-related screening and tracking, including the willingness to use pandemic-related mHealth tools, were tested. METHODS: Data were from a cross-sectional, national probability survey deployed in 3 cross-sectional stages several weeks apart to adult residents of the United States (N=6475; stage 1 n=2190, 33.82%; stage 2 n=2238, 34.56%; and stage 3 n=2047, 31.62%) from the AmeriSpeak probability-based research panel covering approximately 97% of the US household population. Five items asked about the willingness to use mHealth tools for COVID-19-related screening and tracking and provide biological specimens for COVID-19 testing. RESULTS: In the first, exploratory sample, 3 of 5 items loaded onto 1 underlying factor, the willingness to use pandemic-related mHealth tools, based on exploratory factor analysis (EFA). A 2-factor solution, including the 3-item factor, fit the data (root mean square error of approximation [RMSEA]=0.038, comparative fit index [CFI]=1.000, standardized root mean square residual [SRMR]=0.005), and the factor loadings for the 3 items ranged from 0.849 to 0.893. In the second, validation sample, the reliability of the 3-item measure was high (Cronbach α=.90), and 1 underlying factor for the 3 items was confirmed using confirmatory factor analysis (CFA): RMSEA=0, CFI=1.000, SRMR=0 (a saturated model); factor loadings ranged from 1.000 to 0.962. The factor was independently associated with COVID-19-preventive behaviors (eg, "worn a face mask": r=0.313, SE=0.041, P<.001; "kept a 6-foot distance from those outside my household": r=0.282, SE=0.050, P<.001) and the willingness to provide biological specimens for COVID-19 testing (ie, swab to cheek or nose: r=0.709, SE=0.017, P<.001; small blood draw: r=0.684, SE=0.019, P<.001). In the third, multiple-group sample, the measure was invariant, or measured the same thing in the same way (ie, difference in CFI [ΔCFI]<0.010 across all grouping categories), across age groups, gender, racial/ethnic groups, education levels, US geographic region, and population density (ie, rural, suburban, urban). When repeated across different samples, factor-analytic findings were essentially the same. Additionally, there were mean differences (ΔM) in the willingness to use mHealth tools across samples, mainly based on race or ethnicity and population density. For example, in SD units, suburban (ΔM=-0.30, SE=0.13, P=.001) and urban (ΔM=-0.42, SE=0.12, P<.001) adults showed less willingness to use mHealth tools than rural adults in the third sample collected on May 30-June 8, 2020, but no differences were detected in the first sample collected on April 20-26, 2020. CONCLUSIONS: Findings showed that the screener is psychometrically valid. It can also be adapted to future public health crises. Racial and ethnic minority adults showed a greater willingness to use mHealth tools than White adults. Rural adults showed more mHealth willingness than suburban and urban adults. Findings have implications for public health screening and tracking and understanding digital health inequities, including lack of uptake.
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Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting (PNT), in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed (longitudinal) effects of PNT of online teaching on teachers' well-being (including distress and burnout), intention to continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important instrument in the field of teacher psychology, the Psychological Need Thwarting Scale of Online Teaching (PNTSOT), in terms of longitudinal reliability and validity. The data reveal the usefulness of the construct of PNT in terms predicting and explaining teachers' willingness to continue using online teaching as well as the degree of burnout after a period of 2 months, such that PNT is positively associated with burnout and negatively associated with willingness to continue online teaching. As such, the PNTSOT is recommended for future research evaluating the long-term psychological, affective, and intentional outcomes stemming from teachers' PNT. Moreover, based on our findings that the impact from PNT of online teaching is persistent and long-term, we suggest that school leaders provide flexible and sustained professional development, model respectful and adaptive leadership, and create opportunities for mastery for the development of community of practice that can mitigate the thwarting of teachers' autonomy, competence, and relatedness during times of uncertainty. Additionally, in terms of the psychometric properties of the PNTSOT instrument, our empirical findings demonstrate internal reliability, test-retest reliability, measurement invariance, and criterion validity (concurrent and predictive) based on cross-sectional and longitudinal data.
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This study aimed to adapt and validate a Chinese version of the online self-regulated learning questionnaire (COSLQ) with Chinese junior secondary students in Hong Kong. A total of 716 students from six schools participated voluntarily in the study. Overall, the findings of this study supported the COSLQ's psychometric quality. The COSLQ subscales all demonstrated high internal consistency. Different measurement models were tested using confirmatory factor analysis. The results indicated that a 7-factor model best fit the data, suggesting that the participants could distinguish seven types of online self-regulatory strategies: goal setting, environment structuring, time management, effort regulation, cognitive/monitoring strategies, help seeking, and self-evaluation.
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Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.