Transcultural Validation of the Teacher Stress Inventory (TSI) in Mongolia: An Exploratory Study of Stress Among School Teachers
DOI:
https://doi.org/10.5564/lavai.v22i34.5334Keywords:
Confirmatory factor analysis, Teacher stress, Reliability, ValidityAbstract
Teacher stress has increasingly emerged as a significant challenge affecting both the efficiency of educational systems and the psychological well-being of teachers worldwide. However, empirical studies on teacher stress in Mongolia remain scarce, particularly regarding the development of psychometrically sound measurement tools. This study aimed to transculturally validate the Teacher Stress Inventory (TSI) in the Mongolian educational context and identify the major sources of teacher stress among schoolteachers. This quantitative study involved Mongolian schoolteachers from various educational settings. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to examine the factorial validity and reliability of the Mongolian version of the TSI. The findings provided empirical evidence supporting the reliability and construct validity of the instrument. A six-factor structure was identified, accounting for 68.14% of the total variance, with acceptable to excellent reliability across the scales. Both EFA and CFA confirmed the validity and adequacy of the Mongolian TSI structure, and the resulting six-factor model demonstrated acceptable fit indices. Compared with the original ten-factor structure, the Mongolian version revealed highly interrelated stress dimensions, particularly in relation to job-related stressors, time management, discipline and motivation, and physiological and behavioral reactions to stress. In addition, the study identified the major sources of teacher stress as work-related issues and professional expectation issues. The findings contribute to the limited literature on teacher stress in Mongolia and provide a valuable foundation for designing intervention strategies aimed at improving teachers’ welfare and psychological well-being.
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