The Factorial Validity of the Teacher Occupational Stress Factor Questionnaire

Abstract

The purpose of this study was to determine the factorial validity of the Teacher Occupational Stress Factor Questionnaire (Clark,1980). Factors interpreted emerged from use of a principal components factor analysis rotated to oblique solutions. The results of this study provided partial support for the construct validity of the instrument. However, item rearrangement resulted in changing the composition of three of the five factors of the original instrument. The new arrangement was thought to provide data for investigating teacher stress. Factors were renamed in light of the findings.

Are they Stress-Free? Examining Stress among Primary School Teachers in Tanzania

“…Based on the reviewed literature, we constructed a theoretical framework using four important dimensions of teacher stress: administrative support, working with students, teacher-to-teacher relationship and task overload. Several other researchers (e.g., Greenberg, et al, 2016;Kyriacou, 2001;Lasebikan, 2016;Mintz, 2007;Moracco et al, 1982;Yu et al, 2016) have recognised at least one of these as important dimensions of measuring teacher stress.…”

“…Teaching involves complex student-teacher relationships (Chang, 2009), and teachers may become angry and frustrated as they interact with and care for the students (Addison & Yankyera, 2015;Chang, 2009;Kyriacou, 2001). Thus, teachers tend to be stressed with students particularly in classroom management when dealing with students with different behaviours (Addison & Yankyera, 2015;Chang, 2009;Moracco et al, 1982;Pang, 2012).…”

“…Some studies (e.g., von der Embse et al, 2016) have argued that teacher stress is a result of teacher job dissatisfaction and poor student outcomes. Research reveals several sources of teacher stress, including working with unmotivated students, exposure to frequent curricula changes, challenging relationships with colleagues and administrators, poor school working conditions, task overload and weak administrative support (Mintz, 2007;Moracco et al, 1982).…”

Comparison of Perceived Occupational Stress Between Teachers who are Contented and Discontented in their Career Choices

“…The factors were renamed Administration Support, Working with Students, Financial Security, Relationships with Teachers, and Task Overload. The new arrangement and labels were used because recent research has shown that the changes provide a conceptually consistent factor structure (Moracco, Danford, & D'Arienzo, 1981). Cronbach alpha reliabilities on factors ranged from .85 to .91.…”

The Influences of Job Stress and Stress-Coping Style on Job Satisfaction of the Elementary School Teachers

“…교사들의 직무만족도에 영향을 미치는 요인은 개인이나 교사집단의 기본적인 욕구와 환경적, 심리적 상황에 따라 다양하고 복잡하게 형성된 다. 교사의 직무만족도 결정요인을 보면, 국내 연 구들 (류순열, 2004; 이현정, 2007)은 교사의 헌신 도, 보상, 동료관계, 인간관계, 업무 도전감 등으 로 보고하고 있으며, 국외 연구들 (Billingsley, Gersten, Gillman & Morvant, 1995;Ma & Macmillan, 1999) (오숙희, 2006;전택수, 1992;Cichon & Koff, 1979;Kyriacou, 1987;Moracco & Danford & D'arienzo, 1982;Moracco & McFadden, 1980 (신종학, 1995;여환원, 1999;이현숙, 1993;정성 훈, 2007;Beehr, 1976;Jackson, 1983;Kavanah, Hurst & Rose, 1981)…”