"Validation of the Teacher Stress Inventory (TSI) in a multicultural context: The SABPA study"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Validation of the Teacher Stress Inventory (TSI) in a multicultural context: The SABPA study |
| 2. | Creator | Author's name, affiliation, country | Susanna M. Boshoff; School for Psychosocial Behavioural Sciences, North-West University, Potchefstroom, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Johan C. Potgieter; School for Psychosocial Behavioural Sciences, North-West University, Potchefstroom, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Susanna M. Ellis; Statistical Consultation Services, North-West University, Potchefstroom, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Kobus Mentz; School of Education, North-West University, Potchefstroom, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Leoné Malan; Hypertension in Africa Research Team (HART), School for Physiology, Nutrition and Consumer Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | psychological well-being; reliability; South African context; stress; Teacher Stress Inventory (TSI); validity |
| 4. | Description | Abstract | The aim of this study was to validate the Teacher Stress Inventory (TSI) for use in a South African context. The process of scale validation also sheds significant light on this culturally diverse group of participants’ levels of psychological well-being and physical health, and its association with the level of stress that teachers reported. Using a cross-sectional survey design, Caucasian (n = 209) and African (n = 200) educators’ subsiding in the North-West Province of South Africa, completed the TSI, together with a number of self-report and physiological measures of stress and well-being. In contrast to the five factors of the TSI identified in US samples, statistical analysis yielded a two-factor model (i.e. General circumstance-related stress and Learner-related stress) with satisfactory reliability indices. Significant correlation with measures of psychological and physiological health also reflected positively on the criterion-related validity of the scale. The TSI proved to be a useful, brief self-report questionnaire for the assessment of teacher stress in this cohort of South African teachers. https://doi.org/10.15700/saje.v38ns2a1491 ORCiD iDs of authors: Susanna M. Boshoff - http://orcid.org/0000-0002-0493-886X Johan C. Potgieter - http://orcid.org/0000-0002-5502-7134 Susanna M. Ellis - http://orcid.org/0000-0002-7163-3265 Kobus Mentz - http://orcid.org/0000-0001-5313-3585 Leoné Malan - http://orcid.org/0000-0003-3187-2410 Cited by: 0 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | An acknowledgement is hereby provided to the following persons or institutions that contributed to this research process: • The contributions of the following SABPA team members: the anthropometric measurements done by biokineticists, supervised by Prof |
| 7. | Date | (YYYY-MM-DD) | 2019-01-29 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/1491 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Volume 38, Supplement 2, December 2018 |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |