Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

R Harmsen, M. Helms-Lorenz, R Maulana, K van Veen, M.J.P.M. van Veldhoven

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.
LanguageEnglish
Pages91-108
JournalInternational Journal of Research & Method in Education
Volume42
Issue number1
DOIs
Publication statusPublished - 2019

Fingerprint

secondary school teacher
Netherlands
cause
teacher
questionnaire
evaluation
experience
secondary school
scaling

Keywords

  • ATTRITION
  • BURNOUT
  • ENGAGEMENT
  • GENDER
  • JOB-SATISFACTION
  • OCCUPATIONAL STRESS
  • PROFESSION
  • QUALITY
  • Stress
  • beginning teachers
  • questionnaire
  • secondary education

Cite this

@article{b4fcf5c755c14a288d5a850d5f7da86f,
title = "Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands",
abstract = "The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.",
keywords = "ATTRITION, BURNOUT, ENGAGEMENT, GENDER, JOB-SATISFACTION, OCCUPATIONAL STRESS, PROFESSION, QUALITY, Stress, beginning teachers, questionnaire, secondary education",
author = "R Harmsen and M. Helms-Lorenz and R Maulana and {van Veen}, K and {van Veldhoven}, M.J.P.M.",
year = "2019",
doi = "10.1080/1743727X.2018.1462313",
language = "English",
volume = "42",
pages = "91--108",
journal = "International Journal of Research & Method in Education",
issn = "1743-727X",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "1",

}

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands. / Harmsen, R; Helms-Lorenz, M.; Maulana, R; van Veen, K; van Veldhoven, M.J.P.M.

In: International Journal of Research & Method in Education, Vol. 42, No. 1, 2019, p. 91-108.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

AU - Harmsen, R

AU - Helms-Lorenz, M.

AU - Maulana, R

AU - van Veen, K

AU - van Veldhoven, M.J.P.M.

PY - 2019

Y1 - 2019

N2 - The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.

AB - The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.

KW - ATTRITION

KW - BURNOUT

KW - ENGAGEMENT

KW - GENDER

KW - JOB-SATISFACTION

KW - OCCUPATIONAL STRESS

KW - PROFESSION

KW - QUALITY

KW - Stress

KW - beginning teachers

KW - questionnaire

KW - secondary education

U2 - 10.1080/1743727X.2018.1462313

DO - 10.1080/1743727X.2018.1462313

M3 - Article

VL - 42

SP - 91

EP - 108

JO - International Journal of Research & Method in Education

T2 - International Journal of Research & Method in Education

JF - International Journal of Research & Method in Education

SN - 1743-727X

IS - 1

ER -