Análisis de la Estructura Interna de la Escala de las Áreas de la Vida Laboral (AWS) en Docentes de Escuelas Públicas de Lima

Abstract

en 311 docentes peruanos de educación básica (63.7% mujeres; M edad =46.75) de instituciones estatales. La estructura interna del AWS fue evaluada mediante el Análisis Factorial Confirmatorio (CFA) y el Modelamiento de Ecuaciones Estructurales Exploratorio (ESEM), y la confiabilidad del constructo fue estimada con el coeficiente ω. Los resultados del CFA y ESEM indicaron que la estructura de seis dimensiones no presenta evidencia suficiente debido a la presencia de cargas factoriales entre bajas y moderadas, además de la presencia de un factor de método asociado a ítems invertidos. La magnitud de la confiabilidad (ω) evidenció baja representatividad de algunos ítems respecto a las dimensiones que evalúa el AWS. Se discute los hallazgos y las implicancias sobre la utilidad de

Psychometric Validity of the Areas of Work Life Scale (AWS) in Teachers and Healthcare Workers in México

“…In this model, workload items 5 and 6 were defined as contributors to method variance by negative phrasing, because these items were phrased in the same orientation as items 12, 13, 18, 23, 24, and 29., i.e., these items were oriented toward organizational misfit. This model reevaluated the CFA findings of Domínguez et al [47], who implemented this same model (CFA-met). To advance this study, a final third model was developed, without the recoded items.…”

“…Although a “method factor” was found (because of reverse coding in negative items), the superior fit was in the short version when most of the negative phrasing items were removed (7 items) (CFI = 0.997; RMSEA = 0.060; SRMRu = 0.047), so we considered this one as the accepted final model (22 items). The decision to remove the negative items had direct support from previous studies with the AWS, in which a short version was developed excluding these items [ 46 ] and the method effect produced by them [ 47 ]. Indirectly, it was also supported by the consistent methodological literature which has shown the deterioration effects of a measurement model when items in opposite directions are used (reversed or negatively worded items relative to the construct) [ 61 , 74 , 75 ].…”

“…First, the item–dimension relationship was examined using confirmatory factor analysis. Due to a stronger rationale for testing a multidimensional model with five related dimensions, the modeling started with this assumption in contrast with the evaluation of the one-dimensionality and orthogonality of the dimensions performed in previous studies [ 26 , 47 ]. Three main models were tested.…”

“…The study by Dominguez and colleagues in Peruvian teachers [ 47 ] is the only study found in Latin America, and it uses the exploratory structural equation modeling (ESEM) technique, a more flexible and comprehensive option that incorporates the advantages of both the EFA and CFA techniques. This study could not confirm the original and expected item and dimension structures of the AWS and showed the presence of a method factor associated with reverse-coded items.…”

Bem-Estar e Formação nas Atitudes e Intenções de Inclusão dos Professores

“…As transformações políticas, educacionais e sociais das últimas décadas, que acarretam novos desafios e exigências para os professores, têm suscitado o interesse no estudo do bem-estar docente (e.g., Dominguez-Lara et al, 2021), não apenas como variável dependente, mas também como um importante preditor da qualidade das suas práticas pedagógicas (Turner & Thielking, 2019). No modelo proposto por Jennings e Greenberg (2009), o bem-estar do professor é uma das variáveis que irá determinar a qualidade da relação professor-aluno e da gestão da sala de aula.…”