Bataineh Omar T, Mahasneh Ahmad M, Al-Zoubi Zohair H, Qablan Ahmad, Alkaabi Ahmed M
Department of Educational Foundations and Administration, The Hashemite University, Zarqa, Jordan.
Department of Educational Psychology, The Hashemite University, Zarqa, Jordan.
PLoS One. 2025 Jul 1;20(7):e0326994. doi: 10.1371/journal.pone.0326994. eCollection 2025.
This study examines the validity and reliability of the Arabic versions of the Teacher Commitment Scale, Teacher Self-Efficacy Scale, and Work-Related Quality of Life Scale. It explores the relationships among these variables in Jordan. A total of 616 science teachers participated by completing the three scales. Exploratory factor analysis indicated that the Arabic version of the Teacher Commitment Scale comprised four factors explaining 62.49% of the variance; the Teacher Self-Efficacy Scale consisted of one factor accounting for 60.22% of the variance; and the Work-Related Quality of Life Scale included six factors explaining 74.14% of the variance. Results showed statistically significant relationships among teacher commitment, self-efficacy, and quality of life. Future research should explore additional variables influencing teacher commitment.
本研究考察了《教师承诺量表》《教师自我效能感量表》和《工作相关生活质量量表》阿拉伯语版本的效度和信度。研究探讨了约旦这些变量之间的关系。共有616名理科教师参与，完成了这三个量表。探索性因素分析表明，《教师承诺量表》阿拉伯语版本包含四个因素，解释了62.49%的方差；《教师自我效能感量表》由一个因素组成，占方差的60.22%；《工作相关生活质量量表》包括六个因素，解释了74.14%的方差。结果显示，教师承诺、自我效能感和生活质量之间存在统计学上的显著关系。未来的研究应探索影响教师承诺的其他变量。
