BACKGROUND

Teachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. The present study evaluated the psychometric properties of the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and DASS-8 among Spanish and Chinese primary school teachers.

METHODS

A total of 3930 primary school teachers were recruited, comprising samples from Spain (n = 1350) and China (n = 2580). Scale structure was analyzed using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Model comparisons were conducted to identify the best-fitting factor structure. Convergent and discriminant validity were examined, and concurrent validity was assessed using emotional exhaustion as a criterion variable. Optimal diagnostic thresholds were established through latent profile analysis (LPA) and receiver operating characteristic (ROC) analysis.

RESULTS

Among the tested factor structures (unidimensional, oblique three-factor, ESEM, bifactor, and bifactor ESEM models), the ESEM model demonstrated superior fit indices, supporting acceptable factorial validity among both Spanish and Chinese samples. The DASS versions in the ESEM structure exhibited strong convergent, discriminant, and concurrent validity in the Spanish sample, while showing relatively weaker validity indices among the Chinese sample. Notably, the empirically derived cutoff scores for DASS-21 sub-dimensions among teachers were substantially higher than the originally recommended thresholds.

CONCLUSION

The three DASS versions effectively assessed three types of psychological distress among Spanish teachers, while among the Chinese teachers, the DASS instruments appeared useful for assessing distress, though caution is recommended when using individual subscale scores.