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Over the years, various studies addressing different populations have consistently raised concerns about the unidimensionality of the Revised UCLA Loneliness Scale. In the present study, the factorial structure of the scale was examined by comparing it to alternative models. In a sample of 1,157 French Canadian teachers, results of confirmatory factor analysis support a three-factor model solution. Support for the invariance of this model across sexes and teaching levels (i.e., elementary and high school) was also obtained.

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The aim of this study is to investigate the relationship between professional isolation of school principals and their performance at work. Principals of a suburban area of the province of Quebec(n = 109) were administered French versions of the UCLA Loneliness Scale and Self-Appraisal Instrument for Community College Administrators. The results indicate, as expected, a negative and significant correlation (r = –.27, p = .005) between isolation and self-report of performance at work of school principals. The results highlight the importance of looking for ways to reduce professional isolation of principals and to pursue research on this topic.

The aim of the study was to investigate the relationship between professional isolation of teachers and their occupational stress. A systematic random sample of 1,110 teachers in Quebec were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Stress Inventory. Analysis gave, as expected, a positive and significant correlation between isolation and occupational stress. This highlights the importance of looking for ways to reduce professional isolation of teachers.