ABSTRACT

Psychological flexibility (PF), teaching resiliency (tRES), and sense of purpose (SOP) are characteristics that influence physical education teaching sustainability. The study's purpose was to validate an instrument measuring PF, tRES, and SOP relative to teachers’ intent to remain teaching (IRT) in high poverty (>60% low-income) schools and evaluate latent variable relationships. A 22-item Teaching Sustainability Questionnaire (TSQ) was completed by 540 teachers working in high poverty schools. Exploratory factor analysis revealed a three-factor structure (PF [$\lambda$ = 8.6, $\alpha$ =.89], RES [$\lambda$ = 2.0, $\alpha$ = .87], SOP [$\lambda$ = 1.4, $\alpha$ = .74]. Confirmatory factor analysis affirmed factor structure, and the data were an acceptable fit for the model (${\chi }^2$(290) = 681.83, p < .001, SRMR = .05, RMSEA = .05, CFI = .94, TLI = .93, ${\chi }^2$/df = 2.35). Convergent/divergent validity values were acceptable (AVE ≥ .43, CR ≥ .8), and analysis of the structural model indicated that elevated PF, tRES, and SOP predict IRT. Model re-specification indicated a mediating relationship of PF and tRES with SOP.

摘要

心理灵活性（PF），教学适应性（tRES）和目的感（SOP）是影响体育教学可持续性的特征。这项研究的目的是验证一种测量PF，tRES和SOP的工具，该工具相对于高贫困（> 60％低收入）学校的教师继续教学的意愿（IRT）并评估潜在的变量关系。540位在高贫困学校工作的教师完成了一项22项教学可持续性问卷调查（TSQ）。探索性因素分析揭示了三因素结构（PF [$\lambda$ = 8.6， $\alpha$ = .89]，RES [$\lambda$ = 2.0， $\alpha$ = .87]，SOP [$\lambda$ = 1.4， $\alpha$= .74]。验证性因素分析确定了因素结构，并且数据对于模型是可以接受的（${\chi }^2$（290）= 681.83，p <.001，SRMR = .05，RMSEA = .05，CFI = .94，TLI = .93，${\chi }^2$/ df = 2.35）。收敛/差异有效性值是可以接受的（AVE≥.43，CR≥.8），结构模型分析表明，PF，tRES和SOP升高可预测IRT。模型的重新指定表明PF和tRES与SOP的中介关系。