Developed and standardized a Teaching StressQuestionnaire

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Saqqez Branch, Islamic Azad University, Saqqez, Iran.

2 Master of Science in Elementary Education, Department of Educational Sciences, Saqqez Branch, Islamic Azad University, Saqqez, Iran.

Abstract

The purpose of this study was to Developed and standardized a Teaching Stress Questionnaire for measuring the teaching stress. In this regard, a questionnaire to assess the stress of teaching elementary teachers was prepared and to determine the content validity, experts, teachers and educational psychology experts were consulted and the items that were agreed and approved were more than 0.96 as appropriate items. were chosen. The Cronbach's alpha of the instrument used was 0.96, which indicates the high degree of reliability of the instrument. The research is descriptive and experimental. This research is considered as mixed research (quantitative and qualitative) in terms of method. The data of this research were collected in both quantitative and qualitative ways and its implementation in a quantitative stage was done in the form of a survey that was made using a researcher-made questionnaire. The methods of analysis used in this study in terms of quality were the content validity; In the inferential approach, K-S test and confirmatory factor analysis, if confirmatory factor analysis did not fit, exploratory factor analysis was used. SPSS and SMAR PLS software were used to analyze the statistical data. Confirmatory factor analysis was performed to examine the fit of the proposed model of elementary school teaching stress. In factor analysis, questions that had a low factor load were removed in order to fit the model and also to determine the appropriate model questions.

Keywords

Main Subjects


Ahmad, I., Gul, R., & Kashif, M. (2024). A qualitative study of workplace factors causing stress among university teachers and coping strategies a qualitative study of workplace factors. Human Arenas7(4), 812-834.
  Afruz, G., & Saleh, A. (2008). Stress in Work Environments and Coping Methods. Tehran: Alzahra University. [In Persian]
Elliott, A., Reddy, L. A., Lekwa, A. J., & Fingerhut, J. (2024). Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools. Psychology in the Schools, 61(1), 29-42.
  Habibi Asgarabadi, M., Basharat, M. A., & Fadaei, Z. (2007). Renorming the Scale of Extent, Sources, and Symptoms of Teacher Stress by Kyriakou and Sutcliffe, No. 6. 32-1. [In Persian]
  Soleimani, H., Kakabraei, K., & Ganbari, N. (2009). Investigating Occupational Stressors Among Teachers. Psychological Health Conference. [In Persian]
  Nasti Zaei, N., & Sabaghi, F. (2016). The Relationship Between Workaholism, Job Stress, and Job Burnout Among Teachers. Iranian Journal of Occupational Health, 13(2), 79-91. [In Persian]
  C ward, B. (2014). Stress Management. Translated by Mehdi Gharachedaghi (2016). Tehran: Pikan Publication. [In Persian]
  Kyriakou, K. (1987). Stress Management in Teachers. Translated by Mansoureh Vahdati Ahmadzadeh. Roshd. Tehran. [In Persian]
  Kaplan, H., Sadock, B., & Grebb, J. (2013). Synopsis of Clinical Psychiatry (Translated by Nasrat A. Pourafkari). (2016). Tehran: Sharaab. [In Persian]
Pu J, Hou H, Ma (2017), The effect of psychological capital between work–family conflict and job burnout in Chinese university teachers: Testing for mediation and moderation, Journal of Health Psychology, 22(14): 1799-1807.
Tolbert, M. . (2007). NO teacher left behind: A predictive model of teacher stress and coping. University of South Carolina.
Travers, C. J., & Cooper, C. L. (1996). Teachers under stress. Stress in Teaching Professions.
Lazarous, R,S.(2011). The cognition-emotion debate: A bit of history, In T. Dalgleish and M. Power , Handbook Of Cognition and emotion. . New York: Jhon Willey and Sons.pp3-19.
Gayman M, Bradley M (2013), Organizational climate, work stress, and depressive symptoms among probation and parole officers, A Critical Journal of Crime, Law and Society, 3(1): 326-346.
Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it’s important, how it can be alleviated. Theory Into Practice, 55(2), 104–111.
McCarthy, C. J., Fitchett, P. G., Lambert, R. G., & Boyle, L. (2019). Stress vulnerability in the first year of teaching. Teaching Education, 1–20.
Hartney, E. (2020). Stress management to enhance teaching quality and teaching effectiveness: A professional development framework for teachers. In Occupational Stress: Breakthroughs in Research and Practice (pp. 306–331). IGI Global.
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: Relations and consequences. In Educator Stress (pp. 101–125). Springer.
Sönmez, S., & Betül Kolaşınlı, I. (2020). The effect of preschool teachers’ stress states on classroom climate. Education 3-13, 1–13.
Wiley, C. (2000). A synthesis of research on the causes, effects, and reduction strategies of teacher stress. Journal of Instructional Psychology, 27(2), 80.
Jeon, L., Buettner, C. K., Grant, A. A., & Lang, S. N. (2019). Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology, 61, 21–32.
Jeon, L., Buettner, C.K., Grant, A.A. and Lang, S.N., 2019. Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology, 61, pp.21–32.
Koçyiğit, S., & Sezer[1], T. (2024). Exploring the sources of stress and coping strategies of Turkish preschool teachers. Behavioral Sciences, 14(1), 59. https://doi.org/10.3390/bs14010059
von Keyserlingk, L., Yamaguchi-Pedroza, K., Arum, R. and Eccles, J.S., 2022. Stress of university students before and after campus closure in response to COVID-19. Journal of Community Psychology, [online] 50(1), pp.285–301. Available at: <https://doi.org/10.1002/jcop.22561>.
Prilleltensky, I., Neff, M. and Bessell, A., 2016. Teacher stress: What it is, why it’s important, how it can be alleviated. Theory Into Practice, 55(2), pp.104–111.
Tolbert, M.., 2007. NO teacher left behind: A predictive model of teacher stress and coping. University of South Carolina.
 Record, C. M. (2021). A Qualitative Study of the Perceptions of Elementary and Secondary Campus Administrators’ Role in Managing Teacher Stress.
Chan, M., Sharkey, J. D., Lawrie, S. I., Arch, D. A. N., & Nylund-Gibson, K. (2021). Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study. School Psychology.
Hagermoser Sanetti, L. M., Boyle, A. M., Magrath, E., Cascio, A., & Moore, E. (2021). Intervening to decrease teacher stress: A review of current research and new directions. Contemporary School Psychology, 25(4), 416–425.
Wiley, C. (2000). A synthesis of research on the causes, effects, and reduction strategies of teacher stress. Journal of Instructional Psychology, 27(2), 80.
Romas, j., & Sharma, R. (2014). Partical Management. U.S.A. Pearson Education Inc.