Validation of the dual component teacher buoyancy scale: Incorporating contextual resources to understand teacher buoyancy

Abstract

This study aimed to revise the Initial Version of the Teacher Buoyancy Scale (TBS) to the Dual Component TBS by incorporating contextual resources. 434 teachers completed Dual Component TBS and Job Stress scale. Factor analyses suggested a 5-factor solution of the Dual Component TBS, separating personal and contextual resources. SEM results revealed the mediating role of teacher buoyancy between personal and contextual resources as predictors, and job stress as outcome, providing some support for its criterion validity. The role of collegial support as a contextual resource in teacher buoyancy and the meaningfulness of teacher buoyancy in understanding stress are discussed. (100 words).