Measuring Elementary Teacher Stress and Coping in the Classroom: Validity Evidence for the Classroom Appraisal of Resources and Demands

Autor/inn/en	Lambert, Richard G.; McCarthy, Christopher; O'Donnell, Megan; Wang, Chuang
Titel	Measuring Elementary Teacher Stress and Coping in the Classroom: Validity Evidence for the Classroom Appraisal of Resources and Demands
Quelle	In: Psychology in the Schools, 46 (2009) 10, S.973-988 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
Schlagwörter	Teacher Effectiveness; Teacher Burnout; Test Validity; Factor Structure; Stress Management; Stress Variables; Coping; Elementary School Teachers; Teaching Conditions; Well Being; Self Efficacy; Self Concept; Behavior Problems; Student Behavior; Correlation; Scores; Instructional Materials; Special Needs Students; Teacher Aides; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Testvalidität; Faktorenstruktur; Stressmanagement; Stressbewältigung; Bewältigung; Elementary school; Grundschule; Volksschule; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Student behaviour; Schülerverhalten; Korrelation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sonderpädagogischer Förderbedarf; Handreichung; Lehrerhilfe
Abstract	The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well-being: general health, teacher efficacy, self-critical attitudes, and burnout symptoms. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10