Employee Well-Being Scale for Teachers in Latin America (EWBTS-LATAM)

Teachers’ occupational well-being is crucial; however, the lack of validated instruments in Latin American contexts hinders its measurement and effective assessment. The present study aimed to construct and validate a scale to measure the well-being at work of Latin American teachers. Using a cross-sectional quantitative approach, the scale was applied to 1,007 active teachers in eight Latin American countries, assessing seven key indicators of well-being at work: happiness at work, job resilience, task commitment, corporate social responsibility, positive relationships, job autonomy, and self-learning. These items were derived from a prior study using an initial 20-item scale with teachers from the same countries. Item Response Theory was applied. Statistical analyses included descriptive analysis, reliability tests, analysis to evaluate the structure of the scale using the principal components method, analysis using the asymptotic free distribution method, invariance test, asymmetry and kurtosis analysis, multicollinearity, and convergent and discriminant validity of the scale. Statistical evidence shows that the Employee Well-Being Scale for Teachers in Latin America is a unidimensional instrument with high internal reliability (α = .937) and measures teacher well-being in seven key aspects. Exploratory analyses show a predominantly positive perception, with means between 5.91 and 6.15 on a scale of 1 to 7. In addition, it meets the criteria for model fit and presents metric, scalar, and strict invariance between genders, which allows valid comparisons between groups. This instrument offers a robust tool for measuring well-being, demonstrating strong construct validity (AVE is 0.699 and AVE^1/2is 0.836).