Abstract

Teacher wellbeing has taken on increased importance in understanding contextual variables related to student academic, social-emotional, and behavioral growth. Despite its importance, little is known about how wellbeing and stress change throughout the school year. Single item measures may be a viable alternative to lengthy rating scales, particularly when measuring constructs across multiple time-points; however, further information is needed to understand the psychometric defensibility of these tools. The current study aims to address current limitations in the literature through a multifaceted examination of teacher stress, efficacy, and school connectedness. Specifically, the study explores the concurrent validity of three single-item measures by examining correlations between single-item scales and the Teacher Subjective Wellbeing Questionnaire (TSWQ). Second, the study investigates changes in teacher wellbeing and stress across a school year via a weekly report of stress, efficacy, and school connectedness. Participants included 158 middle school teachers from a large, diverse district in the Northeast United States. Results indicated moderate to strong correlations between teaching efficacy and school connectedness single item measures with long-form rating scales of teacher wellbeing. In addition, teacher stress increased by nearly 20% from October to June, while school connectedness and teaching efficacy declined by a similar amount. Implications for assessment and intervention to support teacher wellness are discussed.

摘要

在理解与学生学业，社会情感和行为成长有关的情境变量方面，教师的福祉越来越重要。尽管它很重要，但在整个学年中人们对幸福感和压力的变化知之甚少。单项测量可能是冗长的等级量表的可行替代方法，尤其是在跨多个时间点测量结构时。但是，需要进一步的信息来了解这些工具的心理计量学依据。本研究旨在通过对教师压力，效能和学校联系的多方面检查来解决当前文献中的局限性。具体来说，该研究通过检查单项量表与教师主观幸福感问卷（TSWQ）之间的相关性，探索了三种单项量度的并发有效性。其次，该研究通过每周关于压力，效能和学校联系的报告来调查整个学年中教师的幸福感和压力的变化。参加人员包括来自美国东北一个大而异的地区的158名中学教师。结果表明，教学效果与学校联系性单项测度与教师幸福感的长期评定量表之间存在中等至强相关性。此外，从10月到6月，教师的压力增加了近20％，而学校的联系性和教学效果也下降了类似的幅度。