Translation and Psychometric Validation of the Work Meaningfulness Scale among Physical Education Teachers in the General Directorate of Education, Tehran

Abstract

The present study aimed to translate, culturally adapt, and evaluate the psychometric properties of the Work and Meaning Inventory (WAMI) among physical education teachers in Tehran in order to assess its construct validity and applicability within the Iranian educational context. This cross-sectional survey study was conducted among physical education teachers employed by the General Directorate of Education in Tehran. From a population of 1,580 teachers, 310 participants were randomly selected. Following translation and back-translation of the 10-item Work Meaningfulness Scale, face and content validity were assessed using the Item Impact Method, Content Validity Ratio (CVR), and Content Validity Index (CVI). Construct validity was examined through exploratory factor analysis using principal component analysis with varimax rotation and confirmatory factor analysis using SPSS version 24 and AMOS version 24. Exploratory factor analysis identified three factors with eigenvalues greater than one, collectively explaining 87.67% of the total variance. All items demonstrated acceptable factor loadings exceeding 0.40 and loaded onto the dimensions of Positive Meaning, Meaning-Making Through Work, and Greater Good Motivations. Confirmatory factor analysis further supported the three-factor model, yielding acceptable fit indices (CMIN/DF=4.64, GFI=0.92, AGFI=0.86, TLI=0.95, NFI=0.96, CFI=0.96, IFI=0.96, and PNFI=0.64). Overall, the findings provided strong empirical support for the proposed construct structure and confirmed the construct validity of the scale. The Persian version of the Work Meaningfulness Scale demonstrated satisfactory psychometric characteristics and construct validity among physical education teachers. The instrument can therefore be considered a reliable and valid measure for assessing meaningful work in educational and organizational settings. Promoting work meaningfulness among teachers may contribute to enhanced quality of work life, greater professional motivation, and reduced occupational burnout.