Psychometric validation of the Loyola Generativity Scale in Chilean teachers: evidence for a three factor structure

This study examined the psychometric properties and factorial structure of the Loyola Generativity Scale (LGS) in a large sample of Chilean primary school teachers, addressing the need for validated measures of generativity in Latin American educational contexts. Using a cross-sectional design and a rigorous analytical framework that included item purification based on MSA criteria, polychoric correlations, robust unweighted least-squares estimation, and a Solomon split-sample approach, the findings provide strong evidence for the reliability and structural validity of a refined version of the scale. Confirmatory factor analysis supported a theoretically meaningful three-factor structure composed of Generative Inefficacy, Generative Action, and Generative Legacy. Generative Inefficacy reflected reduced perceptions of generative effectiveness and personal impact. Generative Action captured concrete prosocial behaviors and commitments associated with teaching, creativity, productivity, and community involvement, and Generative Legacy represented motivations related to symbolic continuity and contribution to future generations. The correlations among factors indicated related but distinct dimensions, supporting a multidimensional understanding of generativity in the teaching profession. Reliability indicators demonstrated strong internal consistency and high construct replicability. Descriptive findings showed consistently high levels of generativity across demographic groups, reinforcing theoretical perspectives that view teaching as a profession intrinsically oriented toward supporting future generations. These results are consistent with previous research linking generativity to professional identity, prosocial motivation, socioemotional functioning, and intergenerational contribution. The validated instrument provides a solid basis for future studies examining the role of generativity in teacher well-being, professional development, pedagogical engagement, school climate, and educational outcomes. Future research should evaluate measurement invariance across relevant groups, explore changes in generativity throughout teachers' careers, and incorporate this construct into broader explanatory models of teacher development and educational effectiveness. Overall, the study strengthens the assessment of generativity in Latin America and highlights its importance as a valuable psychological resource within the teaching profession.