ERIC Number: ED279626
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Teacher Stress and Self-Concept.
Wallace, Gaylen R.; Kass, Sandra E.
This study was designed to determine if: (1) the amount of stress differs between regular and special education elementary teachers, and (2) self-concept acts to moderate the stress scores between the two groups. Subjects included 75 teachers in regular classrooms and 62 teachers in special education classrooms. The teachers responded to personal biographical questionnaires, the Hopkins Symptom Checklist (HSCL), the Teacher Occupational Stress Factor Questionnaire (TOSFQ), and the Wallace Self-Concept Scale (WSCS). These inventories were chosen on the basis of their representing the theoretical model used in the study, i.e., occupational stress is a function of personal symptoms of stress interacting with environmental sources of stress which are moderated by the individual's self-concept. A description is given of each of the measurement instruments and what it purports to measure. The data were analyzed using the general linear model form of the multivariate analysis of variance (MANOVA). This allowed for the combining of the dependent variables and independent classification variables into one analysis model. Some differences in stress between the two groups were identified, and self-concept was seen as moderating the differences. A discussion of the findings includes comparisons between the measurement models used in the study. A table and 20 references are included. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20, 1986).