VALIDATION OF THE COPENHAGEN BURNOUT INVENTORY AMONG VIETNAMESE PRESCHOOL TEACHERS
Main Article Content
Abstract
Occupational burnout is becoming a pressing issue in education, particularly in early childhood settings, where teachers face intensive workloads and sustained emotional demands. However, validated instruments for assessing burnout among preschool teachers in Vietnam remain limited. This study aimed to adapt and validate the Copenhagen Burnout Inventory (CBI) for use with Vietnamese preschool teachers and evaluated its psychometric properties. 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
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