Psychometric Evaluation of the EME-ES Teaching Motivation Scale

Abstract

This study aimed to linguistically and culturally adapt and examine the psychometric properties of the EME-ES Teaching Motivation Scale among Vietnamese teachers in the context of fundamental and comprehensive educational reform. Grounded in Self-Determination Theory, the study employed a cross-sectional design and surveyed 2,040 teachers using two independent samples: an exploratory factor analysis sample (n = 500) and a confirmatory factor analysis sample (n = 1,540). The EFA results suggested that the original five-factor structure should be reorganized into a three-factor model comprising autonomous motivation, controlled motivation, and amotivation; two items from external regulation were removed because they did not meet reliability requirements. The CFA findings confirmed that the 17-item model demonstrated good model fit (χ² (106) = 720.714; CFI = .926; TLI = .925; SRMR = .042; RMSEA = .061). The subscales showed acceptable reliability, discriminant validity, and convergent validity, particularly for autonomous motivation and amotivation within the overall scale. The Vietnamese version of the EME-ES appears to be a promising instrument for research and applied practice aimed at supporting and developing teachers’ professional motivation in the context of educational reform.