Validation of a 'spurning scale' for teachers: The Chinese sample

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 of spurned helpers' reactions. Three approaches were used to examine the construct validity of the scale: the spurning scores of teachers working with more achieving students versus 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 with one's supervisor. Serving teachers in Guangzhou (China) responded to a questionnaire containing the variables of interests. Overall, the results provided further evidence for the validity of the scale. Copyright © 2002 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)289-297
JournalEducational Research
Volume44
Issue number3
DOIs
Publication statusPublished - Dec 2002

Fingerprint

teacher
helper
student
construct validity
job satisfaction
turnover
China
questionnaire
Teaching
interaction
evidence
Group

Citation

Cheuk, W. H., Wong, K. S., & Rosen, S. (2002). Validation of a 'spurning scale' for teachers: The Chinese sample. Educational Research, 44(3), 289-297.

Keywords

  • Help rejection
  • Job satisfaction
  • Job-related stress
  • Job turnover
  • Spurning scale
  • Teachers