The psychometric properties of instruments that measure teacher well-being in the Sub-Saharan African context - a scoping review
| dc.contributor.advisor | Adonis, Tracey-Ann | |
| dc.contributor.author | Mabena, Unathi | |
| dc.date.accessioned | 2025-02-28T13:27:00Z | |
| dc.date.available | 2025-02-28T13:27:00Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Teachers are a significant resource within the education system and their well-being is essential in the construction of effectively functioning educational contexts. Ensuring that a concept as complex as teacher well-being is accurately measured using relevant instruments is pertinent in illustrating a comprehensive picture of teacher well-being, particularly in a multicultural context such as South Africa’s; as well as expanding research centred around the field. Therefore, identifying instruments that aptly measure teacher well-being is important. This scoping review explored pertinent literature that utilises instruments used to measure teacher well-being, including looking at their purpose, psychometric properties of these measures and how these instruments have been used to measure teacher well-being in the Sub-Saharan African context. This scoping review expanded its search to the Sub- Saharan context due to the dearth in studies using instruments that measure teacher well-being in the Sub-Saharan context. Utilising the Arksey and O’Malley framework for scoping reviews, and the Preferred Reporting Items for Systematic Reviews and Meta- Analysis extension for Scoping Reviews checklist (PRISMA-ScR) as guidelines, the review explored which measures are utilised to measure teacher well-being in this context. The research adopted the PCC framework i.e. Population (teachers); Concept (psychometric properties of the instruments measuring teacher well-being) and Context: (Sub Saharan Africa). 26 studies were included in the final sample after searching 6 databases, with narrative synthesis utilised to synthesise the data for the final findings. The findings obtained from the study identified the nature of assessments utilised in this context. | |
| dc.identifier.uri | https://hdl.handle.net/10566/20150 | |
| dc.language.iso | en | |
| dc.publisher | University of the Western Cape | |
| dc.subject | Teacher well-being | |
| dc.subject | Educator well-being | |
| dc.subject | Sub-Saharan African context | |
| dc.subject | Scoping review | |
| dc.subject | Positive psychology | |
| dc.title | The psychometric properties of instruments that measure teacher well-being in the Sub-Saharan African context - a scoping review | |
| dc.type | Thesis |