Teachers’ Occupational Well-Being: Initial Psychometric Adaptation of a Romanian Version of an OECD-Aligned Measure

Teachers’ occupational well-being is increasingly recognized as relevant for instructional quality, teacher retention, and student outcomes, yet research in Romania lacks a psychometrically examined instrument aligned with the multidimensional OECD framework. This study aimed to adapt the OECD-aligned Teachers’ Occupational Well-Being scales for use in the Romanian educational context and to provide preliminary evidence regarding their psychometric adequacy. A non-probabilistic convenience sample of 444 Romanian teachers completed the translated questionnaire. Post-stratification weights were computed through survey raking based on national distributions of age, gender, and school location. The psychometric evaluation combined confirmatory factor analysis, diagnostic exploratory factor analysis, model refinement, and a weighted sensitivity analysis. The refined Romanian version broadly preserved the multidimensional architecture of the original framework, although several items required removal and some model modifications were introduced. Model fit ranged from acceptable to good overall, with internal consistency generally satisfactory; psychometric performance was most robust for the cognitive and social well-being subscales, whereas the physical/mental and subjective well-being subscales showed more mixed results and warrant more cautious interpretation. Overall, while the adapted scales provide a preliminary tool for future research, independent external validation using probabilistic samples and external criteria remains necessary.