The validity and reliability of the Teacher Stress Inventory: A re‐analysis of aggregate data

Fimian, Michael J.; Fastenau, Philip S.

doi:10.1002/job.4030110206

Cited by 79 publications

(49 citation statements)

References 5 publications

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“…Each teacher rated his or her perception of school leadership and professional relationships (e.g., "The interactions between teachers are cooperative."). In addition, teachers completed a work stress measure (Fimian and Fastenau 1990) containing six items rated 1 (no stress) to 5 (highly stressful) (α=0.80; e.g., "My personal priorities are being shortchanged due to time demands."). Families of children in participating teachers' classrooms completed a demographic survey assessing family income.…”

Section: Methodsmentioning

confidence: 99%

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention

et al. 2014

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With research findings indicating positive associations between teacher-child interaction quality and children's development and learning, many professional development efforts now focus on improving the ways in which teachers interact with children. Previous work found that MyTeachingPartner (MTP), a web-mediated coaching intervention, improved teachers' classroom interactions with children, and further analysis found that improvement in teachers' interactions was mediated by their responsiveness to the MTP intervention. The current study assessed how teacher characteristics, including demographics, beliefs, and psychological factors, as well as contextual characteristics related to multiple measures of teachers' responsiveness to MTP. Findings show that related factors vary across the different indicators of responsiveness. Specifically, the psychological factors of anxiety and readiness to change related to multiple indicators of responsiveness. Further, readiness to change and self-efficacious beliefs moderated the associations between classroom poverty and responsiveness. Study findings provide new insights into key teacher characteristics that might identify teachers in need of intervention adaptation or support to ultimately increase overall responsiveness.

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Section: Methodsmentioning

confidence: 99%

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention

et al. 2014

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“…Therefore, the psychometric constructs of teachers' stress were devised with the understanding that burnout is the product of longstanding stress (Fimian and Fastenau 1990). Thus, in an attempt to specifically assess "different stress experiences" that are particular to the teaching profession, the TSI was developed (Fimian 1984).…”

Section: Introductionmentioning

confidence: 99%

Expert panel’s modification and concurrent validity of the Teacher Stress Inventory among selected secondary school teachers in Nigeria

Lasebikan

2016

Psicol. Refl. Crít.

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Background: The Teacher Stress Inventory (TSI) is an instrument used for assessing occupational stress among teachers but has not been adapted or validated for use in Nigeria.Objective: This study aimed to modify and adapt the TSI for use in Nigeria and also assess its reliability and validity. An expert panel was constituted to modify the original version of the TSI. Thereafter, both the original and the modified versions were applied to 471 teachers from 15 schools in Oyo State, Nigeria.

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“…Teachers rated items on this subscale such as, "There is little time to prepare for my lessons/responsibilities" and "Too much work to do" on a response scale from 0 (no stress) to 5 (highly stressful). The internal consistency for the work-related stressors subscale was good (α = .799) and comparable to prior use by the authors (Fimian & Fastenau, 1990). …”

Section: Teachers' Well-beingsupporting

confidence: 52%

“…The Teacher Stress Inventory (Fimian & Fastenau, 1990) assesses several dimensions of occupational stress specific to teaching. The 6-item work-related stressors subscale is used in the present study.…”

Section: Teachers' Well-beingmentioning

confidence: 99%

Adult-Child Relationships in Preschool: Perceptions, Contributors to Change, and Associated Child Outcomes

Hartz¹

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This dissertation extended the literature base on adult-child relationships during early childhood and within the preschool context. Study 1 examined how children's negative emotionality moderated the links between both maternal and teacher sensitivity and children's kindergarten behavior problems. Study 1 results indicated that children's relationships with adults across multiple contexts of early childhood development interacted to predict children's internalizing and externalizing behavior. Adult sensitivity was differentially linked to outcomes for children high in early negative emotionality compared to children low in negative emotionality. Study 2 examined change in teachers' perceptions of the teacher-child relationship during one year of preschool. Results indicated that both a child's classroom engagement and a teacher's characteristics were associated with changes in the teacher's perception of his/her relationship with that child. Study 3 extended the limited research on preschool children's perceptions of the teacher-child relationship by examining the reliability and validity of children's relationship perceptions on two measures-a structured interview and a representational drawing. Study 3 findings indicated that in our sample of children as young as three years old with behavior problems, the measure structures were consistent with prior uses with slightly older children. Further, children's relationship perceptions were associated in expected directions with child characteristics, teacher's emotional support and children's classroom interactions. Taken together, these three studies contribute to our understanding of how and under what circumstances adultchild relationships are linked to children's outcomes, contributors to perceptions of teacherchild relationships, and how the teacher-child relationship can be measured. I also dedicate this work to my husband, Jason Mandell, whose support and encouragement made this work possible, and to my siblings, Katy and Matt Hartz, for their encouragement throughout this process. ! v! ACKNOWLEDGEMENTSFirst, I would like to thank my dissertation chair and advisor, Amanda Williford, for the training, guidance, and support she has provided over the past four years. I am incredibly grateful for her feedback on countless paper drafts, her generosity with her time, and the encouragement she has provided, which have made this work possible.I would like to thank my program advisor, Peter Sheras, for his support, advice, and contributions to this work throughout my graduate school training.I am grateful to my dissertation committee members, Jason Downer and Sara RimmKaufman for their interest in this work and their insightful contributions.I am grateful for the training, support, and feedback on this work provided by the team at the Center for Advanced Study of Teaching and Learning. I am grateful for the many wonderful people I have had the opportunity to work with here and for the valuable training opportunities.I would like to thank Helma Koomen for her...

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The validity and reliability of the Teacher Stress Inventory: A re‐analysis of aggregate data

Cited by 79 publications

References 5 publications

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention

Expert panel’s modification and concurrent validity of the Teacher Stress Inventory among selected secondary school teachers in Nigeria

Adult-Child Relationships in Preschool: Perceptions, Contributors to Change, and Associated Child Outcomes

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