This study examined the structure of occupational well‐being among 1,252 Dutch teachers. Building on Warr (1994) and Ryff (1989), a multidimensional model for occupational well‐being (including affective, cognitive, professional, social and psychosomatic dimensions) was proposed and tested. Confirmatory factor analysis supported the distinction between these dimensions. A second‐order factor analysis revealed that affect was the most central dimension, supporting earlier conceptualizations of subjective well‐being that mainly focused on affect.
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