Data_Sheet_1_Psychometric Properties of the Effort-Reward Imbalance Questionnaire for Teachers (Teacher ERIQ).zip

The effort-reward imbalance (ERI) model is a theoretical model of a psychosocial work environment with adverse effects on health and well-being that focuses on a mismatch between high efforts spent and low rewards received at work. This study aimed to develop and psychometrically test an effort-reward imbalance questionnaire for teachers (Teacher ERIQ) based on the ERI model. The structure validity, reliability, and criterion validity of the new questionnaire’s scores were evaluated in a sample of 475 Chinese teachers. The results of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) showed that a structure of four factors of effort (workload, emotional demands, student-related issues, and social responsibility) and two factors of reward (emotional reward and material reward) in accordance with the ERI model had significant factor loadings and acceptable model fit. The Cronbach’s Alpha coefficients of all dimensions’ scores showed that the questionnaire scores had good reliability. Criterion validity was indicated by significant correlation coefficients of scores of most dimensions along with teachers’ self-reported job burnout and non-reciprocal social relations, as well as the ANOVA results showing that the differences of the scores of the two criterion scales in different ERI ratio levels were significant. The results also showed that teacher’s ERI level varied with demographic variables such as age, gender and school type. The Teacher ERIQ is a valid and reliable new measurement for assessing teachers’ psychosocial work characteristics. It can be an important tool to provide new explanations of stress-related health risks among teachers and to guide the development of preventive measurements.

付出-回报失衡（effort-reward imbalance, ERI）模型是一种聚焦于工作场景中高付出与低回报不匹配现象的心理社会工作环境理论模型，该现象会对个体健康与福祉产生不良影响。本研究基于ERI模型，旨在开发并通过心理测量学方法检验一款针对教师的付出-回报失衡问卷（Teacher ERIQ）。研究纳入475名中国教师作为研究样本，对该新问卷得分的结构效度、信度与效标效度进行了评估。探索性因素分析（exploratory factor analysis, EFA）与验证性因素分析（confirmatory factor analysis, CFA）结果显示，契合ERI模型的4个付出维度（工作量、情绪要求、学生相关事务与社会责任）及2个回报维度（情绪回报与物质回报）结构具有显著的因子载荷，且模型拟合度良好。各维度得分的克朗巴赫α系数（Cronbach’s Alpha）均表明问卷得分具备良好的信度。效标效度方面，多数维度得分与教师自我报告的职业倦怠、非互惠社会关系呈显著相关；方差分析（analysis of variance, ANOVA）结果显示，两种效标量表得分在不同ERI比值水平下的组间差异具有统计学意义。研究同时发现，教师的ERI水平会随年龄、性别与学校类型等人口统计学变量发生变化。教师付出-回报失衡问卷是一款信效度俱佳的全新测评工具，可用于评估教师的心理社会工作特征。其可为阐释教师群体中与压力相关的健康风险提供全新视角，并为预防性干预措施的制定提供重要支撑工具。