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Measurement Invariance of Scores on the Teacher Stress Scale: International Sample of PreK-12 Teachers

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  • Author(s): Jiayi Wang (ORCID Jiayi Wang (ORCID 0000-0003-2996-8376); Michael T. Kalkbrenner (ORCID Michael T. Kalkbrenner (ORCID 0000-0002-6705-130X); Riley Schaner
  • Language:
    English
  • Source:
    Psychology in the Schools. 2025 62(1):149-166.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Elementary Education
      Secondary Education
      Early Childhood Education
      Preschool Education
    • Subject Terms:
      Elementary School Teachers; Secondary School Teachers; Preschool Teachers; Stress Variables; Teacher Attitudes; Scores; Faculty Mobility; Stress Management; Psychometrics; Test Validity; Foreign Countries; Test Reliability; Factor Analysis; Testing Problems
    • Subject Terms:
      United Kingdom; United States
    • Accession Number:
      10.1002/pits.23317
    • ISSN:
      0033-3085
      1520-6807
    • Abstract:
      Teaching is a stressful profession with a high turnover rate. Schools and related institutions need to take more action to support teachers and keep teacher stress at a manageable level. The continued research and practical effort require measures to examine teachers' stress in a briefer and accurate manner. The Teacher Stress Scale is a recently developed brief measure to examine teacher stress with promising psychometric characteristics. The present study aims to further validate TSS scores with a large sample of teachers ranging from pre-kindergarten to the 12th grade from the United States and United Kingdom. Findings of the internal structure validity, convergent validity, and the internal consistency reliability of TSS scores were examined. Specifically, the confirmatory factor analysis of the unidimensional model and the two-dimensional model showed poor fit, but the bi-factor model evidenced a strong fit. Factorial invariance testing yielded strong invariance between early education and secondary education teachers as well as satisfactory invariance between teachers from the United States and the United Kingdoms. The Inadequate School-Based Support TSS subscale demonstrated convergent validity with other support measures, and the overall TSS showed acceptable internal consistency reliability evidence of scores. Limitations and implications of the TSS, as well as future research directions were discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1452668