چکیده:
The purpose this research was to examine the validity and reliability of questionnaire on teachers’ work life quality. This research was conducted in the form of descriptive-analytical and cross-sectional method. The statistical population included all 2747 secondary school teachers in Tabriz in 2016 that were selected through cluster random sampling method. The sample size was determined as 340 individuals according to Routes and Error Formula. The measurement tool included the Questionnaire of Teachers’ Work Life Quality Ilgan et al. (2014). Next, the data were analyzed using Spss20 and Amos24 software. The results showed that the concerned questionnaire had acceptable level of face and content validity (0.87). In the case of reliability, it was found that the Intra-class Correlation Coefficient was more than 0.61. Furthermore, the Cronbach's Alpha Coefficient was 0.97 and Test-Retest Correlation Coefficient was located in the range of 0.65 to 0.89. The results of Exploratory Factor Analysis showed that 5 factors could explain about %77 of the total variance. The results of Confirmatory Factor Analysis represented the appropriate fitness of information with the five-component structure (P2=435/09; RMSEA=0/048; CFI=0/98). Conclusively, it was argued that the Questionnaire of Teachers’ Work Life Quality enjoyed an acceptable level of quality and appropriateness. Thus, the Persian version of this questionnaire can be used in researches as a standard tool.
خلاصه ماشینی:
In this part, the examination of the content validity of each of the questions, answers, and explanations of the Persian version of the teachers' Quality of Work Life questionnaire was conducted through a survey of 10 experienced individuals and experts in the field of educational sciences, including 2 people with a PhD, 4 people with a Master's degree, 3 people with a Bachelor's degree, and 10 teachers (4 with a Master's degree, 5 with a Bachelor's degree, and 1 with an associate degree).
" Additionally, in this stage, the results of the survey from 14 experienced and expert individuals in the field of educational sciences and psychology showed that the Persian version of the Work Quality of Life questionnaire for teachers was 93 percent suitable in terms of translation appropriateness, 98 percent suitable for the Iranian society, and 95 percent desirable and acceptable in terms of comprehensibility and suitability for needs assessment, and none of the respondents marked the unacceptable option.
Discussion and Conclusion The purpose of conducting this research was to examine the validity and reliability of the Persian version of the Teachers' Work Life Quality questionnaire.
The results showed that the Teachers' Work Life Quality questionnaire in the target population possesses desirable and acceptable validity and reliability.
Overall, with the results obtained from the present research, it can be easily understood that the Persian version of the Teachers' Work Life Quality questionnaire has appropriate translation, validity, and reliability with desirable quality.
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