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For the Educators Survey, an inventory designed to assess teacher burnout in each of three scales representing constructs of Emotional Exhaustion, Depersonalization, and Personal Accomplishment, both exploratory (orthogonal and oblique) factor analyses and confirmatory factor analyses of the correlation matrix of 22 items administered to a sample of 133 elementary and secondary school beginning teachers lent support to a three-factor structure. It was concluded that this multidimensional instrument provides a promising level of construct validity for assessing teacher burnout.

For a sample of 133 beginning teachers, the relationship of three teaching-related variables identified as (a) the extent to which the teacher perceived teacher-training courses prepared him or her for the first years of teaching, (b) the level of workload experienced during the first three years of teaching, and (c) if an individual were to begin his or her career again, would he or she select teaching as the first career choice to three measures of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). Correlation data were obtained and a series of multiple regression analyses were conducted in which the three teaching-related variables served as predictors. Findings indicated that, for a subsample of female beginning teachers, two of the three variables (perceived adequacy of training and choosing teaching as a career) served as moderately valid predictors of emotional exhaustion and depersonalization measures.

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For a sample of 301 8th- through 12th-grade students attending four rural schools located in Appalachia, an examination was made of the ability of several school-related variables including student self-evaluations, teachers' assessments, and grades to predict performance on two scales of the Differential Aptitude Test (DAT) (Verbal Reasoning-VR and Numerical Ability-NA). In addition, the accuracy of student self-evaluations on both the VR and the NA were considered. For the llth-grade sample (n = 149) step- wise multiple regressions employed teacher-estimates of student success, student self-assessments, and grades as predictor variables with VR and NA scores serving as criterion variables. VR scores were explained jointly by teacher-assessments of academic ability, student self-evaluation of verbal ability, and GPA (R2c = .39), while the most valid correlates of NA scores were student self-evaluation of numerical ability, teacher-assessment of probability of success, and GPA (R2C .42). With respect to the ability of students to estimate correctly their verbal and numerical performance intervals on the standardized tests, 8th- and llth-grade students tended to register the largest proportion of correct estimates (.62 and .62, respectively, on the verbal measure; .58 and .74, respectively, on the numerical test). Among those who did not correctly estimate their test performance, 8th graders tended to overestimate and 10th, 11th, and 12th graders tended to underestimate their respective scores while 9th graders tended to under- estimate their numerical performance.