Comparing Teacher Stress Between Chinese and U.S. Teachers: Class Appraisal of Resources and Demands

• In Event: Stress and Coping Issues in China

Abstract

Using confirmatory factor analysis (CFA), factorial invariance test, and differential item functioning (DIF), this study examined systematic variation of interpretation by Chinese and US teachers with respect to their responses to the 65 items of Classroom Appraisal of Recourse and Demands. Results from CFA indicated that the construct model adequately represented the factorial structure of Demands and Resources in each population. Factorial invariance test suggested that factor pattern and loadings were the same but not all the error variances were not the same between Chinese and U.S. teachers. DIF analyses showed that 70% of the items had no DIF, seven items had intermediate DIF, and five items had large DIF.

Authors

• Chuang Wang, University of Macau

• Juan Zhang, University of Macau

• Chenggang Wu, University of Macau