THÍCH NGHI VÀ KIỂM ĐỊNH ĐẶC TÍNH TÂM TRẮC CỦA BẢNG KIỂM KIỆT SỨC COPENHAGEN TRÊN GIÁO VIÊN MẦM NON TẠI VIỆT NAM
Main Article Content
Abstract
Occupational burnout is becoming a pressing issue within the educational sector, particularly in early childhood education—a field characterized by high work intensity and the need for continuous emotional engagement with children. However, validated psychometric instruments for this specific population in Vietnam remain scarce. This study aimed to adapt and validate the psychometric properties of the Copenhagen Burnout Inventory (CBI) among Vietnamese preschool teachers. Data were collected from 924 teachers across three regions of Vietnam. Confirmatory factor analysis (CFA) was performed using Mplus with the MLR estimator to evaluate the scale's factorial structure. Results indicated that the three-factor model—comprising personal, work-related, and client-related burnout—achieved an acceptable fit after model refinement and the exclusion of items with low factor loadings. The subscales exhibited high internal consistency. These findings provide empirical evidence for the structural validity and reliability of the Vietnamese CBI (CBI-V) within the preschool context, offering a dependable tool for future research on teacher occupational health in Vietnam.
Keywords
Burnout, Copenhagen Burnout Inventory, preschool teachers, psychometric validation, scale adaptation.
Article Details
References
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