Psychometric Properties of the Teacher Well-being Scale (TWBS) in the Chilean context

This study aimed to evaluate the psychometric properties of the Teacher Well-Being Scale (TWBS) within the Chilean educational context, with a specific focus on English as a Foreign Language (EFL) school teachers across the country. Given the growing recognition of teacher well-being as a critical factor in educational quality, validating reliable assessment tools is essential. To assess the reliability and validity of the scale in this setting, a 16-item Spanish-adapted version of the TWBS was administered online to a sample of 304 EFL teachers working in diverse Chilean school environments. Furthermore, a two-stage validation design was implemented, using independent samples. The results demonstrated that the TWBS exhibits strong psychometric properties, including excellent reliability with a Cronbach’s alpha of 0.903, which confirms its high internal consistency. Additionally, both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) supported the scale’s structural validity, indicating a well-fitting model for the collected data. These findings are crucial for establishing the TWBS as a valid and reliable instrument in the Chilean context, which ensures its effectiveness in measuring key dimensions of teachers’ professional well-being.