Social and Emotional Competencies Questionnaire: adaptation to Brazilian Portuguese and psychometric properties for primary school teachers
DOI:
https://doi.org/10.18675/1981-8106.v.36.n.71.s19135Keywords:
Psychometrics. Socioemotional competence. School teachers. Primary and secondary education.Abstract
This study adapted the Social and Emotional Competencies Questionnaire (SECQ) to Brazilian Portuguese and investigated the instrument’s psychometric qualities through exploratory factor analysis (EFA) and internal consistency in a sample of elementary school teachers. The SECQ adaptation included the translation of the original version by independent translators, the synthesis of the translations, the evaluation by a committee of experts, a focus group, back translation and pilot study. The EFA and internal consistency tests were performed by 425 elementary school teachers aged between 18 and 72 years (M = 42.47; SD = 10.20) from all five Brazilian regions. Data analysis included descriptive statistics, content validity ratio, EFA based on the generation of a polychoric correlation matrix, verification of internal consistency using Cronbach’s alpha and composite reliability. Specific adjustments to the instrument were necessary during the adaptation process, as suggested by both the expert committee and the focus group. The final version of the SECQ was considered adequate based on the analysis of the pilot study. The EFA results suggested a single-factor structure and satisfactory reliability levels. It was concluded that the SECQ presented good levels of internal consistency and factorial stability, and may contribute to the identification of socio-emotional competencies in basic education teachers.
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