Validation and psychometric properties of the Persian version of the Flourishing Scale in teachers

Document Type : Research

Authors

1 1. M.A. Education Department of Kurdistan, Iran

2 2. M.A. Education Department of Hamedan, Iran

3 Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran

10.30473/etl.2025.74220.4379

Abstract

This study aimed to investigate the factor structure and psychometric properties of the Persian version of the Flourishing Scale in teachers. In this descriptive survey study, 303 second-year secondary school teachers (150 girls and 153 boys) from public schools in District 20 of Tehran were selected using convenience sampling method and responded to the Flourishing Scale (Weiner et al., 2010), Teacher Emotion Inventory (Chen, 2016), Psychological Capital Questionnaire (Luthans et al., 2007), and Job-related Affective Well-Being Scale (Van Katwyk et al., 2000). The results of the confirmatory factor analysis statistical method empirically supported the single-factor structure of the flourishing scale in teachers. Also, the correlation between the flourishing scale with positive and negative emotions, positive and negative affective subscales related to occupational well-being and teachers' psychological capital supported the criterion validity of the scale. The internal consistency coefficient of the flourishing scale was obtained using Cronbach's alpha method and was equal to 0.92. Overall, the results of this study, by replicating the single-factor structure of the growth scale in Iranian teachers, while defending the validity of its underlying theoretical perspective, provided convincing evidence in support of the acceptability of the technical, validity, and reliability characteristics of the Persian version of the scale.

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