教师压力和支持措施(MOST)的初步制定和验证

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Lia E. Sandilos, J. DiPerna
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引用次数: 4

摘要

鉴于美国教育工作者中教师倦怠率高得惊人,建立健全的教师幸福感心理评估至关重要。本研究试图通过制定《教师压力和支持措施》(MOST)来解决这一需求,这是一份教师报告问卷,旨在评估影响教师职业健康的生态和心理因素。为了评估结构有效性,对K-12名教育工作者(N=218)进行了MOST。采用经典测试理论和探索性因子分析的方法,对MOST的测试项目进行检验,并对其因子结构进行评估。因子分析结果得出了一个40项、9因子结构(父母、同事、学校领导和归属感、课堂学生、残疾学生、时间压力、职业发展、安全和情绪状态)。讨论了对MOST的进一步验证和使用的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Initial Development and Validation of the Measures of Stressors and Supports for Teachers (MOST)
The creation of psychometrically sound assessments of teacher well-being is critical given the alarmingly high rates of teacher burnout reported among U.S. educators. The present study sought to address this need by developing the Measures of Stressors and Supports for Teachers (MOST), a teacher-report questionnaire designed to assess ecological and psychological factors that affect teachers’ professional well-being. To assess structural validity, the MOST was administered to a sample of K–12 educators (N = 218). Methods outlined in Classical Test Theory and exploratory factor analysis were conducted to examine items and assess the factor structure of the MOST. Factor analytic findings yielded a 40-item, nine-factor structure (Parents, Colleagues, School Leadership and Belonging, Classroom Students, Students With Disabilities, Time Pressure, Professional Development, Safety, and Emotional State). Implications for further validation and use of the MOST are discussed.
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来源期刊
ASSESSMENT FOR EFFECTIVE INTERVENTION
ASSESSMENT FOR EFFECTIVE INTERVENTION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
16
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