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Abstract
The present study reports on the technical adequacy of a cultural adaptation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with a sample of Brazilian educators (n = 268). Responses to a Brazilian Portuguese version of the TSWQ (TSWQ-BP) indicated a sound two-factor measurement model as well as convergent validity with teachers’ responses to domain-general measures of wellbeing. Measurement invariance analyses comparing the Brazilian sample with a U.S. sample (n = 185) indicated support for configural invariance but not for metric invariance. Taken together, findings provide preliminary evidence supporting the technical adequacy of scores derived from the TSWQ-BP for measuring Brazilian teacher wellbeing. Yet, results also suggest that it is currently inadvisable to use scores from the measure to directly compare the wellbeing of Brazilian and U.S. educators.
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