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How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale

Author

Listed:
  • Ángel Abós

    (Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, Huesca 22001, Spain)

  • Javier Sevil-Serrano

    (Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, Huesca 22001, Spain)

  • Lisa E. Kim

    (Department of Education, University of York, York YO10 5DD, UK)

  • Robert M. Klassen

    (Department of Education, University of York, York YO10 5DD, UK)

  • Luis García-González

    (Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, Huesca 22001, Spain)

Abstract

Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 ( M age = 45.04; SD = 8.97) secondary school teachers. Goodness-of-fit indices and estimated parameters of the models, together with latent correlations between stressors, offered support for the six-factor structure, whereas the opposite was true for the one-factor structure of the MSS. Results also supported gender invariance of the MSS. Predictive findings showed that student misbehavior, lack of shared decision-making, and workload stressors are negatively related to basic psychological needs. Likewise, results noted the important role of basic psychological needs to reach optimal teachers' psychological functioning. The results are discussed, arguing the importance of assessing and analyzing teacher stressors using a multifactorial and invariant scale. From a more practical approach, it seems important for school leaders to be especially vigilant about all stressors. Nonetheless, if they desire to prevent detrimental psychological functioning in teachers, special attention should be placed on stressors related to student misbehavior, lack of shared decision-making, and workload.

Suggested Citation

  • Ángel Abós & Javier Sevil-Serrano & Lisa E. Kim & Robert M. Klassen & Luis García-González, 2019. "How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale," IJERPH, MDPI, vol. 16(18), pages 1-16, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:18:p:3388-:d:266879
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    References listed on IDEAS

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    1. Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    2. Sergio Mérida-López & Natalio Extremera & Lourdes Rey, 2017. "Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects," IJERPH, MDPI, vol. 14(10), pages 1-15, September.
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    Cited by:

    1. Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.
    2. Laura Parte & Teresa Herrador-Alcaide, 2021. "Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning," IJERPH, MDPI, vol. 18(19), pages 1-22, September.
    3. Hongchao Wu & Shaoping Qiu & Larry M. Dooley & Congying Ma, 2019. "The Relationship between Challenge and Hindrance Stressors and Emotional Exhaustion: The Moderating Role of Perceived Servant Leadership," IJERPH, MDPI, vol. 17(1), pages 1-15, December.

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