Measuring Teacher Stress: Validity and Reliability Evidence for Classroom Appraisal of Resources and Demands–Revised

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Teacher Burnout and Stress (Table 19)

Abstract

Teacher stress has been a concern for decades. Much has changed in the educational landscape in recent years, necessitating changes to the measures used to ascertain teacher stress. This study examines initial validity evidence of a revised teacher stress measure: the Classroom Appraisal of Resources and Demands-Revised. The current study used quantitative data analysis across two phases (n1 = 246; n2 = 513) to develop and examine initial construct validity for the CARD-R through factor analyses, measurement invariance, and correlational analyses with related measures. Study results provide partial evidence for the construct validity of the CARD-R: good model fit indices via factor analyses with two samples, configural invariance between elementary and secondary teachers’ responses, and demonstrated convergent and discriminant validity.

Authors

• Kristen C. Mosley, Austin Independent School District
  Presenting Author

• Christopher J. McCarthy, University of Texas at Austin
  Presenting Author

• Richard G. Lambert, University of North Carolina - Charlotte
  Non-Presenting Author

• Madison Blaydes, University of Texas at Austin
  Presenting Author

• Yijie Tian, University of Texas at Austin
  Non-Presenting Author