A STRUCTURAL MODEL OF THE DIMENSIONS OF TEACHER STRESS
A STRUCTURAL MODEL OF THE DIMENSIONS OF TEACHER STRESS
复制标题
DOI：
10.1111/j.2044-8279.1995.tb01130.x
复制
发表时间：
1995-03-01
影响因子：
3.7
通讯作者：
BAGLIONI, AJ
中科院分区：
文献类型：
--
作者：
BOYLE, GJ;BORG, MG;BAGLIONI, AJ
Borg、Riding和Falzon（1991）在地中海的马耳他岛和戈佐岛对710名全职小学教师进行了教师压力、工作满意度和职业承诺的全面调查。一项对20项教师压力来源的主成分分析显示了四个不同的维度，分别被标记为：学生不当行为、时间/资源困难、专业认可需求和不良关系。为了检验Borg等人的因子解的有效性，710名教师被随机分成两个独立的样本。对样本1 （N=335）的数据进行探索性因子分析，样本2 （N=375）为LISREL验证性因子分析提供交叉验证数据。结果支持提出的教师压力来源维度（测量模型），以及一个额外的教师压力因素（工作量）的证据。因此，对组合样本（N=710）进行了各种潜在变量和自我报告压力之间的“因果关系”的结构建模。虽然将差同事关系作为中介变量的非递归模型和递归模型都进行了拟合适应度测试，但一个简单的回归模型提供了与经验数据最简洁的拟合，其中工作量和学生不当行为占预测教学压力的大部分方差。
A comprehensive survey of teacher stress, job satisfaction and career commitment among 710 full-time primary school teachers was undertaken by Borg, Riding and Falzon (1991) in the Mediterranean islands of Malta and Gozo. A principal components analysis of a 20-item sources of teacher stress inventory had suggested four distinct dimensions which were labelled: Pupil Misbehaviour, Time/Resource Difficulties, Professional Recognition Needs, and Poor Relationships, respectively. To check on the validity of the Borg et al. factor solution, the group of 710 teachers was randomly split into two separate samples. Exploratory factor analysis was carried out on the data from Sample 1 (N=335), while Sample 2 (N=375) provided the cross-validational data for a LISREL confirmatory factor analysis. Results supported the proposed dimensionality of the sources of teacher stress (measurement model), along with evidence of an additional teacher stress factor (Workload). Consequently, structural modelling of the 'causal relationships' between the various latent variables and self-reported stress was undertaken on the combined samples (N=710). Although both non-recursive and recursive models incorporating Poor Colleague Relations as a mediating variable were tested for their goodness-of-fit, a simple regression model provided the most parsimonious fit to the empirical data, wherein Workload and Student Misbehaviour accounted for most of the variance in predicting teaching stress.