Cross-cultural adaptation of the Job Satisfaction Scale - Teacher Version (ESL-VP) for basic education teachers in the Brazilian educational context

Abstract

Teaching work is characterized by intense physical, cognitive, and emotional demands, which have been associated with the development of various health problems. Ergonomics, in this context, aims to ensure that working conditions are adapted to the worker — not the other way around — through the design of the work environment, including machines, equipment, and other resources. The occupational health of teachers in Basic and Higher Education has become an increasingly relevant topic, especially considering the challenges and adverse conditions faced in academic institutions. This study addresses the scarcity of specific scales for collecting ergonomic data in the teaching context, highlighting how the absence of standardized instruments compromises the accurate assessment of ergonomic risks to which teachers are exposed. The final stage of this thesis aimed to address this issue through the cross-cultural adaptation of a job satisfaction scale for teachers. Evaluating job satisfaction is essential for the development of effective strategies to promote teacher well-being. Accordingly, the present study aimed to carry out the cross-cultural adaptation and psychometric evaluation of the Job Satisfaction Scale – Teacher Version for the Brazilian educational context. The adaptation followed international best practices, including translation, back-translation, and content validity analyses. A total of 100 Basic Education teachers from two municipalities in the state of Espírito Santo participated in the study. Internal consistency was assessed using Cronbach’s alpha (α) and McDonald’s omega (ω) coefficients. Test-retest reliability was measured in 50 participants, with an average interval of 32 days, using the intraclass correlation coefficient (ICC2,1). The Escala de Satisfação Laboral – Versão para Professores (ESL-VP-PT-Br) showed adequate content validity and high acceptability among participants. Internal consistency was considered good (α = 0.828, 95% CI: 0.730– 0.904; ω = 0.814, 95% CI: 0.707–0.895). However, test–retest reliability was found to be unacceptable for the total score (ICC2,1 = 0.000; 95% CI: –0.276 to 0.276), indicating low temporal stability. In conclusion, the ESL-VP-PT-Br demonstrates satisfactory content validity and adequate internal consistency for assessing job satisfaction among Basic Education teachers in cross-sectional studies. However, caution is recommended when applying the instrument in repeated assessments over time. Future studies should explore strategies to improve its reliability in different educational contexts. Project link: https://doi.org/10.17605/OSF.IO/263JE