How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale.

Clicks: 449
ID: 55595
2019
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Steady

Ranked #26 of 862 articles by views in International journal of environmental research and public health

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 862 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 ( = 45.04; = 8.97) secondary school teachers. Goodness-of-fit indices and estimated parameters of the models, together with latent correlations between stressors, offered support for the six-factor structure, whereas the opposite was true for the one-factor structure of the MSS. Results also supported gender invariance of the MSS. Predictive findings showed that student misbehavior, lack of shared decision-making, and workload stressors are negatively related to basic psychological needs. Likewise, results noted the important role of basic psychological needs to reach optimal teachers' psychological functioning. The results are discussed, arguing the importance of assessing and analyzing teacher stressors using a multifactorial and invariant scale. From a more practical approach, it seems important for school leaders to be especially vigilant about all stressors. Nonetheless, if they desire to prevent detrimental psychological functioning in teachers, special attention should be placed on stressors related to student misbehavior, lack of shared decision-making, and workload.
Reference Key
abs2019howinternational Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Abós, Ángel;Sevil-Serrano, Javier;Kim, Lisa E;Klassen, Robert M;García-González, Luis;
Journal International journal of environmental research and public health
Year 2019
DOI
E3388
URL
Keywords
burnout anxiety depression job satisfaction self-determination theory intention to quit basic psychological needs measurement invariance multicontext stressors scale teacher stressors

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.