The Rizzo, House, and Lirtzman (1970) Role Questionnaire (RQ) was developed to assess a person's perceived level of role conflict and role ambiguity. Although the RQ has been shown to possess reliability and validity when used with some occupations, these properties of the instrument have not been examined for teachers. This study was concerned with the construct validity of the RQ when used with teachers. A principal components analysis with oblique rotation confirmed that the RQ measured the separate constructs of role conflict and role ambiguity. In addition, role conflict could be separated into two factors, Intrarole/intrasender and Interrole/intersender conflict. Cronbach coefficient alpha internal consistency estimates of the reliabilities of each scale were considered to be satisfactory and were observed to be similar to those reported for other occupations. Questions as to the underlying reasons for the independence of the role conflict and role ambiguity factors as well as suggestions for future research are presented.

This study reports the results of a statewide teacher stress survey conducted with 187 teachers of learning disabled students and 178 teachers of nonleaming disabled handicapped students (total N = 365). Dependent variable ratings for the degree of intensity (how strong?) and the degree of frequency (how often?) of 30 sources and manifestations of stress, and six subscales and one total score for each of the stress frequency and strength dimensions were gathered. Background data regarding job satisfaction, peer, and administrative support during times of stress, use of mental health days, and professional counseling during times of stress are also presented.

The Porter N,eeds Satisfaction Questionnaire (PNSQ) was developed to assess the level of need deficiencies perceived by workers in five need categories: security, social, esteem, autonomy, and self-actualization. This study was concerned with the construct validity and reliability of the PNSQ for educators (n = 1,954). Construct validity was examined by using principal components analysis with oblique rotation. Cronbach coefficient alpha reliability estimates were computed for the derived factors. Results do not support the use of the PNSQ as suggested by Porter. Suggestions for the revision and alternate use of the PNSQ are presented. THE Porter Needs Satisfaction Questionnaire (PNSQ) was developed by Porter (1961) to assess the degree to which workers' needs are satisfied. The conceptual base for-the PNSQ is found in the hierarchical and expectancy models of motivation. The hierarchical theory holds that a worker's needs are arranged in priority order. As lower level needs are satisfied, the next higher order need takes precedence. The expectancy model of motivation is incorporated into the PNSQ, as respondents rate their job satisfaction contingent upon the extent to which rewards actually received (the NOW scale) meet or exceed their perceived equitable level of rewards (the SHOULD BE scale). The greater the discrepancy between present rewards and expectations, the greater the need deficiency. The needs addressed are classified into five need categories: security, social interaction, esteem, autonomy, and self-actualization. AICopyright 0 1985 Educational and Psychological hleasurement 683 at FLORIDA ATLANTIC UNIV on July 13, 2015 epm.sagepub.com Downloaded from

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