Validation of the dual component teacher buoyancy scale: Incorporating contextual resources to understand teacher buoyancy

Eric Siu Chung LO, Kit Yi Angel WONG, Yee Fan Sylvia TANG, Dora Dong Yu LI, May May Hung CHENG

Research output: Contribution to journalArticlespeer-review

Abstract

This study aimed to revise the Initial Version of the Teacher Buoyancy Scale (TBS) to the Dual Component TBS by incorporating contextual resources. 434 teachers completed Dual Component TBS and Job Stress scale. Factor analyses suggested a 5-factor solution of the Dual Component TBS, separating personal and contextual resources. SEM results revealed the mediating role of teacher buoyancy between personal and contextual resources as predictors, and job stress as outcome, providing some support for its criterion validity. The role of collegial support as a contextual resource in teacher buoyancy and the meaningfulness of teacher buoyancy in understanding stress are discussed. (100 words). Copyright © 2024 Elsevier Ltd.

Original languageEnglish
Article number104652
JournalTeaching and Teacher Education
Volume146
Early online dateMay 2024
DOIs
Publication statusE-pub ahead of print - May 2024

Citation

Lo, E. S. C., Wong, A. K. Y., Tang, S. Y. F., Li, D. D. Y., & Cheng, M. M. H. (2024). Validation of the dual component teacher buoyancy scale: Incorporating contextual resources to understand teacher buoyancy. Teaching and Teacher Education, 146, Article 104652. https://doi.org/10.1016/j.tate.2024.104652

Keywords

  • Teacher buoyancy
  • Daily hassles
  • Contextual resources
  • Scale development and validation

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