Examining Teachers' Time Poverty: Scale Adaptation, Validation, and Influencing Factors

• Published in: Psychology in the schools Vol. 62; no. 9; pp. 3674 - 3685
• Main Authors: Akin, Leyla, Uyanik, Gülden KAYA, Tutkun, Ömer Faruk
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc 01.09.2025
• Subjects: Adaptation; Employment; Employment Level; Factor Structure; Gender; Likert Scales; Poverty; reliability; scale adaptation; Teachers; time poverty; validity; Turkey
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23568

ABSTRACT This study aimed to adapt the “Teachers' Time Poverty Scale” developed by Liu et al. (2023) for use in Turkey and to assess whether teachers' time poverty in Turkey varies based on gender, years of experience, and employment level by utilizing the adapted scale. The research was performed in two phases: adaptation and implementation of the scale. The data were collected from 38 teachers for linguistic equivalence, 254 for EFA, 300 for CFA, and 106 for retesting during the scale adaptation phase. A single‐factor structure explaining 54.02% of the total variance was calculated through EFA. The CFA results indicated that the compliance indices for the 7‐item, single‐factor structure were at an appropriate level. The internal consistency coefficient of the scale was determined as 0.854 and a positive and significant relationship was observed between the results of the two evaluations in the test‐retest analysis. Thus, the Turkish adaptation studies of the original 5‐point Likert‐type scale, which has 7 items and a single factor, derived a valid and reliable 5‐point Likert‐type scale with 7 items and a single factor. A total of 363 teachers supplied data for the implementation phase of the scale. Research results show that teachers' time poverty levels significantly vary by gender and years of experience, whereas there is no significant difference by employment level. Summary The Turkish version of the Teachers' Time Poverty Scale is a valid and reliable tool for identifying teachers' time‐related problems. Female teachers and teachers with more than 21 years of experience reported higher levels of time poverty. Identifying teachers' time poverty and the variables that affect it provides an important basis for educational administrators and policy makers to develop strategies to support teachers' professional well‐being and sustainability.