International Journal of Academic Research in Business and Social Sciences

search-icon

Validity and Reliability of Teachers' Psychological Well-Being Instruments in School Organizations Based on the Rasch Model Approach: A Pilot Study

Open access
This pilot study was to validate and examine the reliability of the psychological well-being instrument in school organizations (i-OS). This instrument consists of 130 items and was distributed to 60 teachers from two schools in the Federal Territory of Kuala Lumpur. This instrument was developed to measure four constructs namely i) job demands of teachers in schools; ii) sources of teacher employment in schools; iii) teacher's personal resources; and iv) holistic psychological well-being of teachers in schools. The Rasch Model approach was used to check the validity and reliability of the instrument through this pilot study. The Rasch model is used because this approach can measure the reliability of respondents and items and it is even stronger than just looking at Cronbach's Alpha. Winsteps Version 4.8.0.01 software was used to examine the functionality of items from the aspect of reliability and item-respondent isolation; polarity; item fit measures the construct; standardized residual correlation value; scale review; maps of individual abilities and item difficulties; and differences in item functioning (DIF) based on gender. The final analysis found that 27 items were dropped because they did not meet the inspection criteria and 8 items were refined because they partially met the inspection criteria and took into account the expert's recommendations. The final instrument showed a total of 103 items suitable for use after refinement to measure the four constructs of the i-OS instrument. Since this study is only a pilot study, distribution to real respondents can be done to measure all four i-OS constructs.
Abu, B., & Aziz, M. (2010). Stres Dalam Kalangan Guru Di Dua Buah Sekolah Menengah Kebangsaan Di Kawasan Skudai. Fakulti Pendidikan, Universiti Teknologi Malaysia, Skudai.
Amin, N. B., Amir, A. M., & Ismail, S. F. (2019). Key Performance Indicators Tugas, Ganjaran dan Prestasi Kerja Guru Sekolah Kerajaan. JuPiDi: Jurnal Kepimpinan Pendidikan, 6(4), 38-60.
Antin, A., & Kiflee, D. N. B. A. (2018). Pengaruh beban tugas dan motivasi terhadap keefisienan kerja guru sekolah menengah di Sabah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 3(2), 77-84.
Bakker, A. B., & Leiter, M. P. (2010). Work engagement: A handbook of essential theory and research. Psychology press.
Bakker, A. B., & Demerouti, E. (2018). Multiple levels in job demands-resources theory: Implications for employee well-being and performance. Handbook of well-being.
Bakker, A. B., & Demerouti, E. (2007). The job demands?resources model: State of the art. Journal of managerial psychology, 22(3), 309-328.
Bond, T. G., & Fox, C. M. (2015). Applying The Rasch Model Fundamental Measurement in the Human Sciences. (Routledge & T. & F. Group, Eds.) (Third Edit). New York & London.
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Wright maps: First steps. In Rasch analysis in the human sciences (pp. 111-136). Springer, Dordrecht.
Bradley, P. W., Gervasi, S. S., Hua, J., Cothran, R. D., Relyea, R. A., Olson, D. H., & Blaustein, A. R. (2015). Differences in sensitivity to the fungal pathogen Batrachochytrium dendrobatidis among amphibian populations. Conservation Biology, 29(5), 1347-1356.
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744-756.
Dagenais-Desmarais, V., & Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13(4), 659-684.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied psychology, 86(3), 499.
Johanson, G. A., & Brooks, G. P. (2010). Initial scale development: sample size for pilot studies. Educational and psychological measurement, 70(3), 394-400.
Kementerian Pendidikan Malaysia. (2021). Kertas jawapan bertulis KPM kepada Parlimen. Laman Portal Rasmi Kementerian Pendidikan Malaysia.
Kyriacou, C., & Chien, P. Y. (2004). Teacher stress in Taiwanese primary schools. The Journal of Educational Enquiry, 5(2).
Lee, L. F. (2020). Hubungan Antara Tekanan Kerja Dengan Kesejahteraan Psikologi Dalam Kalangan Guru SJKC Di Daerah Kulai. Proceeding – Malaysia International Convention on Education Research & Management (MICER). Universiti Kebangsaan Malaysia
Linacre, J. M. (2010). A User’s Guide to Winsteps/Ministep Rasch-Model Computer Programs (3.91.0). Chicago.
La Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608.
Mascall, B., Leithwood, K., Strauss, T., & Sacks, R. (2009). The relationship between distributed leadership and teachers’ academic optimism. In Distributed leadership (pp. 81-100). Springer, Dordrecht.
Meyer, J. P., & Zhu, S. (2013). Fair and equitable measurement of student learning in MOOCs: An introduction to item response theory, scale linking, and score equating. Research & Practice in Assessment, 8, 26-39.
Woo, S. F. (2008). Faktor-faktor yang mendorong tekanan kerja (stres) di kalangan guru-guru SJK (C): Satu kajian di tiga buah sekolah di Wilayah Persekutuan (Doctoral dissertation, Universiti Teknologi Malaysia).
Effendi, M., Matore, E. M., & Khairani, A. Z. (2015). Pengujian ciri psikometrik item USMEQ-i dalam kalangan pelajar politeknik menggunakan Model Rasch. Jurnal Teknologi, 75(1).
Noraini, I. (2013). Penyelidikan dalam Pendidikan. Kuala Lumpur: McGraw Hill Education, Sdn. Bhd.
Page, K. M., & Vella-Brodrick, D. A. 2009. The „what?, „why? and „how? of employee well-being: A new model. Social Indicators Research, 90, 441– 458. doi: 10.1007/s11205-008-9270-3
Arbaa, R., Jamil, H., & Ahmad, M. Z. (2017). Model bersepadu penerapan kemahiran abad ke-21 dalam pengajaran dan pembelajaran. Jurnal Pendidikan Malaysia, 42(1), 1-11.
Salina, M. (2018). Model Kesejahteraan Psikologi Berasaskan Ihsan Kendiri, Sokongan Sosial Dan Kesejahteraan Spiritual Dalam Konteks Guru Pendidikan Khas Masalah Pembelajaran. Tesis Kedoktoran. Universiti Sains Malaysia.
Demir, S. (2020). The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian Journal of Educational Research, 20(85), 205-224.Shakeel Shaharyar Majeed, Huhammad Zia-ur-Rehman & Majed Rashid. 2011. Leading stress factors among school teachers (An empirical study of Pakistani school teachers). World Review of Business Research. Vol. 1. No. 3. July 2011. Pp. 179-191.
Siti, E. M. (2018). Aplikasi Teori Respons Item dalam Penyelidikan. Tanjung Malim: Universiti Pendidikan Sultan Idris.
Siti, R. A. (2008). Inovasi dalam Pengukuran dan Penilaian Pendidikan. Bangi: Universiti Kebangsaan Malaysia.
Sumintono, B., & Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata Publishing House.
Jumahat, T., Noor, F. M., & Ibrahim, M. B. (2013). Faktor-faktor penentu stres dalam kalangan guru: Sekolah rendah Mubaligh di Kuala Lumpur. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(2), 1-11.
William J. B., John R.S. & Melissa S. Y. (2014). Rasch Analysis in The Human Science. New York, London: Springer Dordrecht Heidelberg.
Wu, M., & Adams, R. (2007). Applying the Rasch model to psycho-social measurement: A practical approach. Melbourne: Educational Measurement Solutions.
Yusof, R. (2003). Penyelidikan sains sosial. PTS Publications & Dist.