Content validity of a toolkit for measuring teachers' mental health literacy in Vietnam.

Abstract

Background: Teachers' mental health literacy will impact the mental health of the teacher and student community. Assessing teachers' mental health literacy requires a toolkit developed specifically for them. This study aimed to adapt and evaluate the content validity of the toolkit developed by Jorm for Vietnamese teachers.

Settings and design: Expert panel method with a nondirective approach.

Methods and material: The toolkit was assessed for content validity according to the expert panel method with a nondirective approach: A content validation form was sent to six experts, and clear instructions were provided; rate each item on a Likert scale ranging from 1 to 4 based on its severity relevance, and assign a score from 1 to 3 indicating its necessity. The relevance assessment was conducted using the content validity index (CVI), content validity index for items (I-CVI), and content validity index for scales (S-CVI), assessing the necessity of each item by the content validity ratio (CVR).

Results: The score for I-CVI ≥ 0.83; S-CVI/Ave = 0.98; S-CVI/UA = 0.89. The score for CVR of 29 items out of 103 was marked as not essential, 21 items were eliminated, and two items were adjusted and replaced. From the initial toolkit with 103 items, throughout the content validation, only 82 items of 13 domains corresponding to four aspects remained.

Conclusions: The toolkit's content was validated by an expert panel using the CVI and CVR. The toolkit could measure the mental health literacy of teachers in Vietnam.