Further efforts in validating a 'spurning scale' for teachers

Wai Hing CHEUK, Kwok Sai Tricia CHEUK-WONG, Sidney ROSEN

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model on spurned helpers' reactions. Three approaches were used to examine the validity of the scale: the spurning scores of teachers working with more achieving students vs the scores of teachers teaching less achieving students. The relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students and supervisor. Serving teachers in Hong Kong responded to a questionnaire that contained the variables of interest. The results provided further evidence for the validity of the scale. Copyright © 2000 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)219-225
JournalEducational Research
Volume42
Issue number2
DOIs
Publication statusPublished - Jul 2000

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teacher
helper
student
job satisfaction
turnover
Hong Kong
questionnaire
Teaching
interaction
evidence
Group

Citation

Cheuk, W. H., Wong, K. S., & Rosen, S. (2000). Further efforts in validating a 'spurning scale' for teachers. Educational Research, 42(2), 219-225.

Keywords

  • Spurning
  • Scale
  • Job
  • Satisfaction
  • Burnout
  • Stress
  • Job-related