Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development

Abstract

This article examines available measures of perceived teacher support and presents findings from two studies exploring the psychometric properties of the Teacher Support Scale (TSS). In Study 1, an exploratory factor analysis suggested a hierarchical structure with four first-order factors (Invested, Positive Regard, Expectations, and Accessible subscales) loading onto a single, higher order factor, excellent reliability, and concurrent validity. Perceived teacher support was significantly correlated with career decision-making self-efficacy and vocational outcome expectations. In Study 2, a confirmatory factor analysis did not provide replication of the initial model in a separate sample. However, the four, first-order factors explained a statistically significant amount of the variance in question items, and support was provided for their strong relationship to a single, higher order construct of teacher support. Recommendations for future practice and research on the role of teacher support in adolescent career development and suggestions for modifications to the measure are provided.

Multiple Measures of Family and Social Support as Predictors of Psychological Well-Being: An Additive Approach

“…For example, adolescents who perceived their teachers to be supportive, had more confidence in their career decision-making ability (Metheny, McWhirter, & O'Neil, 2008). A lack of perceived support from either teachers or parents, on the other hand, resulted in adolescents feeling uncertainty about their careers (Constantine, Wallace, & Kindaichi, 2005;Metheny, McWhirter, & O'Neil, 2008).…”

“…For example, adolescents who perceived their teachers to be supportive, had more confidence in their career decision-making ability (Metheny, McWhirter, & O'Neil, 2008). A lack of perceived support from either teachers or parents, on the other hand, resulted in adolescents feeling uncertainty about their careers (Constantine, Wallace, & Kindaichi, 2005;Metheny, McWhirter, & O'Neil, 2008). Family and monetary support predicted happiness in a sample of married adults (North, Holahan, Moos, & Cronkite, 2008), while Lett and colleagues (2005) examined functional support in a group of patients with heart disease and found that low levels of support resulted in a 1.5 to 2.0 fold increased risk for mortality and morbidity.…”

Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students

“…96 in a sample with high school sophomores and Ludwig and Warren (2009) found .96 in a study with high school students. In addition, Metheny et al (2008) found Cronbach's alpha for investment (r =.92), positive regard (r =.89), expectations (r =88), and accessible (r =.85).…”

“…96 using a revised 25-item measure in a study with high school students. In addition, Metheny et al (2008) conducted internal consistency analyses on a 21-item measure and found internal consistency reliability coefficients using Cronbach's alpha for the following subscales: investment (α=.92), positive regard (α=.89), expectations (α= .88), and accessible (α =.85) to be acceptable. In the current study, we used the 25-item TSSR which was revised by Ludwing and Warren (2009).…”

“…Students responded to five items such as "My high school counselors… want me to do well in school." Accessible relates to the extent to which a student feels high school counselors are available for information (Metheny et al, 2008). Students respond to three items such as "My high school counselors… will listen if I want to talk about a problem."…”