<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742020000200444</article-id>
<article-id pub-id-type="doi">10.1590/198053146531</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[TEACHER WELL-BEING SCALE (EBED): DEVELOPMENT AND VALIDATION]]></article-title>
<article-title xml:lang="fr"><![CDATA[ÉCHELLE DU BIEN-ÊTRE DES ENSEIGNANTS (EBED): DÉVELOPPEMENT ET VALIDATION]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCALA DEL BIENESTAR DOCENTE (EBID): DESARROLLO Y VALIDACIÓN]]></article-title>
<article-title xml:lang="pt"><![CDATA[ESCALA DE BEM-ESTAR DOCENTE (EBED): DESENVOLVIMENTO E VALIDAÇÃO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebolo]]></surname>
<given-names><![CDATA[Flavinês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Constantino]]></surname>
<given-names><![CDATA[Michel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Dom Bosco  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Dom Bosco  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>50</volume>
<numero>176</numero>
<fpage>444</fpage>
<lpage>460</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742020000200444&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742020000200444&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742020000200444&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the article is to present the process of construction and validation of the Teacher Well-being Scale (Ebed). It is an instrument developed to identify the factors that contribute to teachers&#8217; well-being with their work. Composed of 37 variables of the objective dimension of the work (socioeconomic, relational, labor activity and infrastructure), was applied in 353 Basic Education teachers who evaluated these items as to the degree of satisfaction/dissatisfaction they provide. The analyzes, performed with Pearson&#8217;s Correlation and Principal Component Analysis (PCA), show that all variables have a positive and significant correlation with the &#8220;Happy&#8221; variable (self-perception of teacher happiness with work), contributing and can be validated to measure teacher well-being.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;Escala de Bem-Estar Docente [Échelle du bien-être des enseignants] (Ebed) est un instrument développé pour identifier les facteurs contribuant au bien-être des professeurs dans leur travail. Composée de 37 variables de la dimension objective du travail (socio-économiques, relationnelles, d&#8217;activité professionnelle et d&#8217;infrastructure), cette échelle a été appliquée à 353 enseignants de l&#8217;éducation de base, qui en ont évalué les éléments en fonction du degré de satisfaction ou d&#8217;insatisfaction qu&#8217;ils leur procurent. En utilisant l&#8217; l&#8217;analyse des corrélations de Pearson et l&#8217;analyse en composantes principales (APC), il a été montré que toutes les variables ont une corrélation positive et significative avec la variable &#8220;Heureux&#8221; (auto-perception du bonheur de l&#8217;enseignant quant à son travail) et qu&#8217;elles peuvent donc contribuer à et être validées pour mesurer le bien-être des enseignants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del artículo es presentar el proceso de construcción y validación de la Escala de Bienestar Docente (Ebed). Se trata de un instrumento desarrollado para identificar los factores que contribuyen para el bienestar de los profesores con su trabajo. Compuesta de 37 variables de la dimensión objetiva del trabajo (socioeconómicas, relacionales, de la actividad laboral e infraestructurales), fue aplicada para 353 profesores de la Educación Básica, quienes evaluaron esos ítems cuanto al grado de satisfacción/insatisfacción que proporcionan. Los análisis, realizados con la Correlación de Pearson y el Análisis de Componentes Principales (PCA, sigla en inglés para Principal Component Analysis), señalan que todas las variables tienen correlación positiva y significativa con la variable &#8220;Feliz&#8221; (autopercepción de felicidad del profesor con el trabajo), contribuyendo y pudiendo ser validadas para medir el bienestar docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo é apresentar o processo de construção e validação da Escala de Bem-Estar Docente (Ebed). Trata-se de um instrumento desenvolvido para identificar os fatores que contribuem para o bem-estar dos professores com o seu trabalho. Composta de 37 variáveis da dimensão objetiva do trabalho (socioeconômicas, relacionais, da atividade laboral e infraestruturais), foi aplicada em 353 professores da Educação Básica, que avaliaram esses itens quanto ao grau de satisfação/insatisfação que proporcionam. As análises, realizadas com a Correlação de Pearson e Análise de Componentes Principais (PCA), apontam que todas as variáveis têm correlação positiva e significativa com a variável &#8220;Feliz&#8221; (autopercepção de felicidade do professor com o trabalho), contribuindo e podendo ser validadas para medir o bem-estar docente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[TEACHERS]]></kwd>
<kwd lng="en"><![CDATA[WELL-BEING]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL SATISFACTION]]></kwd>
<kwd lng="en"><![CDATA[MEASURING INSTRUMENT]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[BIEN-ÊTRE]]></kwd>
<kwd lng="fr"><![CDATA[SATISFACTION PROFESSIONNELLE]]></kwd>
<kwd lng="fr"><![CDATA[INSTRUMENT DE MESURE]]></kwd>
<kwd lng="es"><![CDATA[DOCENTES]]></kwd>
<kwd lng="es"><![CDATA[BIENESTAR]]></kwd>
<kwd lng="es"><![CDATA[SATISFACCIÓN PROFESIONAL]]></kwd>
<kwd lng="es"><![CDATA[INSTRUMENTO DE MEDIDA]]></kwd>
<kwd lng="pt"><![CDATA[PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[BEM-ESTAR]]></kwd>
<kwd lng="pt"><![CDATA[SATISFAÇÃO PROFISSIONAL]]></kwd>
<kwd lng="pt"><![CDATA[INSTRUMENTO DE MEDIDA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Clarendon]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
