Abstract The research aimed to develop and present initial validity evidence for the Remote Teaching Work Context Assessment Scale (TRWCAS). We hypothesized that the instrument would include factors related to work organization, working conditions, and socio-professional relationships. Teachers (n=15,176) completed a self-administered questionnaire. The sample was randomly divided into two groups (sample 1 and sample 2). The questionnaire included the TRWCAS, Self-Report Questionnaire-20 (SRQ-20), and demographic variables. We conducted Exploratory Factor Analysis (EFA) on sample 1 and Confirmatory Factor Analysis (CFA) on sample 2. An initial three-factor solution was found, explaining 55.8% of the total variance. The model in the CFA showed adequate fit indices (RMSEA=.067, 90% CI: .066 - .068, SRMR=.052, CFI=.985, TLI=.984). Evidence of external validity was obtained based on the correlation of the measure with common mental disorders. TRWCAS. TRWCAS . (TRWCAS) organization conditions socioprofessional socio professional relationships n=15,176 n15176 n 15 176 (n=15,176 selfadministered self administered 2 2) SelfReport Self Report Questionnaire20 Questionnaire 20 Questionnaire-2 SRQ20, SRQ20 SRQ , (SRQ-20) variables EFA (EFA (CFA threefactor three factor found 558 55 8 55.8 variance RMSEA=.067, RMSEA067 RMSEA 067 (RMSEA=.067 90 CI 066 .06 068 .068 SRMR052 SRMR 052 SRMR=.052 CFI985 CFI 985 CFI=.985 TLI=.984. TLI984 TLI TLI=.984 984 TLI=.984) disorders (TRWCAS n=15,17 n1517 17 (n=15,17 Questionnaire2 Questionnaire- SRQ2 (SRQ-20 5 55. RMSEA=.067 RMSEA06 06 (RMSEA=.06 9 .0 SRMR05 05 SRMR=.05 CFI98 98 CFI=.98 TLI98 TLI=.98 n=15,1 n151 (n=15,1 (SRQ-2 RMSEA=.06 RMSEA0 0 (RMSEA=.0 SRMR0 SRMR=.0 CFI9 CFI=.9 TLI9 TLI=.9 n=15, n15 (n=15, (SRQ- RMSEA=.0 (RMSEA=. SRMR=. CFI=. TLI=. n=15 n1 (n=15 (SRQ RMSEA=. (RMSEA= SRMR= CFI= TLI= n=1 (n=1 RMSEA= (RMSEA n= (n= (n
Resumo A pesquisa visou desenvolver e apresentar evidências iniciais de validade para a Escala de Avaliação do Contexto de Trabalho Docente Remoto (EACTD). Nossa hipótese era de que o instrumento incluiria fatores relacionados à organização do trabalho, às condições de trabalho e às relações socioprofissionais. Professores (n=15.176) responderam a um questionário autoaplicável. A amostra foi dividida aleatoriamente em dois grupos (amostra 1 e amostra 2). O questionário incluía a EACTD, o Self-Report Questionnaire-20 (SRQ-20) e variáveis demográficas. Realizamos Análise Fatorial Exploratória (AFE) na amostra 1 e Análise Fatorial Confirmatória (AFC) na amostra 2. Foi encontrada uma solução inicial de três fatores, explicando 55,8% da variância total. O modelo na AFC apresentou índices de ajuste adequados (RMSEA=0,067; IC 90%: 0,066 - 0,068; SRMR=0,052; CFI=0,985; TLI=0,984). Foram obtidas evidências de validade externa com base na correlação da medida com transtornos mentais comuns. EACTD. EACTD . (EACTD) socioprofissionais n=15.176 n15176 n 15 176 (n=15.176 autoaplicável 2 2) SelfReport Self Report Questionnaire20 Questionnaire 20 Questionnaire-2 SRQ20 SRQ (SRQ-20 demográficas AFE (AFE (AFC 558 55 8 55,8 total RMSEA=0,067 RMSEA0067 RMSEA 0 067 (RMSEA=0,067 90% 90 0066 066 0,06 0,068 0068 068 SRMR=0,052 SRMR0052 SRMR 052 CFI=0,985 CFI0985 CFI 985 TLI=0,984. TLI0984 TLI TLI=0,984 984 TLI=0,984) comuns (EACTD n=15.17 n1517 17 (n=15.17 Questionnaire2 Questionnaire- SRQ2 (SRQ-2 5 55, RMSEA=0,06 RMSEA006 06 (RMSEA=0,06 9 006 0,0 SRMR=0,05 SRMR005 05 CFI=0,98 CFI098 98 TLI098 TLI=0,98 n=15.1 n151 (n=15.1 (SRQ- RMSEA=0,0 RMSEA00 (RMSEA=0,0 00 0, SRMR=0,0 SRMR00 CFI=0,9 CFI09 TLI09 TLI=0,9 n=15. n15 (n=15. (SRQ RMSEA=0, RMSEA0 (RMSEA=0, SRMR=0, SRMR0 CFI=0, CFI0 TLI0 TLI=0, n=15 n1 (n=15 RMSEA=0 (RMSEA=0 SRMR=0 CFI=0 TLI=0 n=1 (n=1 RMSEA= (RMSEA= SRMR= CFI= TLI= n= (n= (RMSEA (n
Resumen El estudio tuvo como objetivo construir y presentar evidencias iniciales de validez de la Escala de Evaluación del Contexto de Trabajo Docente Remoto (EACTDR). Hipotetizamos que el instrumento incluiría los factores organización del trabajo, condiciones de trabajo y relaciones socioprofesionales. Los profesores (n=15,176) completaron un cuestionario autoadministrado. La muestra se dividió aleatoriamente en dos grupos (muestra 1 y muestra 2). El cuestionario contenía los instrumentos EACTDR, Self-Report Questionnaire-20 (SRQ-20) y variables demográficas. Realizamos un Análisis Factorial Exploratorio (AFE) en la muestra 1 y un Análisis Factorial Confirmatorio (AFC) en la muestra 2. Encontramos una solución inicial de tres factores, que explicaron el 55.8% de la varianza total. El modelo en la AFC mostró índices de ajuste adecuados (RMSEA=0,067, 90% IC: 0,066 - 0,068, SRMR=0,052, CFI=0,985, TLI=0,984). Obtuvimos evidencias de validez externa basadas en la correlación de la medida con trastornos mentales comunes. EACTDR. EACTDR . (EACTDR) socioprofesionales n=15,176 n15176 n 15 176 (n=15,176 autoadministrado 2 2) SelfReport Self Report Questionnaire20 Questionnaire 20 Questionnaire-2 SRQ20 SRQ (SRQ-20 demográficas AFE (AFE (AFC 558 55 8 55.8 total RMSEA=0,067, RMSEA0067 RMSEA 0 067 (RMSEA=0,067 90 IC 0066 066 0,06 0068 068 0,068 SRMR0052 SRMR 052 SRMR=0,052 CFI0985 CFI 985 CFI=0,985 TLI=0,984. TLI0984 TLI TLI=0,984 984 TLI=0,984) comunes (EACTDR n=15,17 n1517 17 (n=15,17 Questionnaire2 Questionnaire- SRQ2 (SRQ-2 5 55. RMSEA=0,067 RMSEA006 06 (RMSEA=0,06 9 006 0,0 SRMR005 05 SRMR=0,05 CFI098 98 CFI=0,98 TLI098 TLI=0,98 n=15,1 n151 (n=15,1 (SRQ- RMSEA=0,06 RMSEA00 (RMSEA=0,0 00 0, SRMR00 SRMR=0,0 CFI09 CFI=0,9 TLI09 TLI=0,9 n=15, n15 (n=15, (SRQ RMSEA=0,0 RMSEA0 (RMSEA=0, SRMR0 SRMR=0, CFI0 CFI=0, TLI0 TLI=0, n=15 n1 (n=15 RMSEA=0, (RMSEA=0 SRMR=0 CFI=0 TLI=0 n=1 (n=1 RMSEA=0 (RMSEA= SRMR= CFI= TLI= n= (n= RMSEA= (RMSEA (n