Well-Being Assets: Developing a Robust Measure of Teacher Well-Being with Educators in Public and Settlement Schools in Uganda
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| Title: | Well-Being Assets: Developing a Robust Measure of Teacher Well-Being with Educators in Public and Settlement Schools in Uganda |
|---|---|
| Language: | English |
| Authors: | Nikhit D'Sa (ORCID |
| Source: | Compare: A Journal of Comparative and International Education. 2026 56(4):509-528. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Agency for International Development (IDCA) |
| Contract Number: | 7200AA18CA00009 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Well Being, Teaching Conditions, Test Construction, Teacher Characteristics, Gender Differences, Institutional Characteristics, Psychometrics, Teacher Student Relationship, Teacher Motivation, Administrator Role, Planning, Teacher Collaboration |
| Geographic Terms: | Uganda |
| DOI: | 10.1080/03057925.2025.2571466 |
| ISSN: | 0305-7925 1469-3623 |
| Abstract: | This study addresses a gap in teacher well-being measurement in low-resource and crisis contexts by developing and validating the Well-being ASSETS tool, designed collaboratively with teachers in Uganda. The tool comprises a subjective well-being construct and six supporting assets. We used confirmatory factor analysis and item response theory to establish a robust seven-factor model. The model demonstrated strong psychometric properties, with five of the six assets showing a significant relationship with subjective well-being. Measurement invariance analysis revealed that metric invariance was not fully established across teacher sex, and scalar invariance was not established across both sex and school type. These findings caution against direct mean comparisons between these groups but support the use of the tool for distribution-level comparisons and aggregated monitoring. This tool serves as a blueprint for creating context-specific teacher well-being measures in low-resource contexts, aligning with global recommendations to prioritise teacher well-being as a valuable outcome. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508673 |
| Database: | ERIC |
| Abstract: | This study addresses a gap in teacher well-being measurement in low-resource and crisis contexts by developing and validating the Well-being ASSETS tool, designed collaboratively with teachers in Uganda. The tool comprises a subjective well-being construct and six supporting assets. We used confirmatory factor analysis and item response theory to establish a robust seven-factor model. The model demonstrated strong psychometric properties, with five of the six assets showing a significant relationship with subjective well-being. Measurement invariance analysis revealed that metric invariance was not fully established across teacher sex, and scalar invariance was not established across both sex and school type. These findings caution against direct mean comparisons between these groups but support the use of the tool for distribution-level comparisons and aggregated monitoring. This tool serves as a blueprint for creating context-specific teacher well-being measures in low-resource contexts, aligning with global recommendations to prioritise teacher well-being as a valuable outcome. |
|---|---|
| ISSN: | 0305-7925 1469-3623 |
| DOI: | 10.1080/03057925.2025.2571466 |
