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 language | English |
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Pages (from-to) | 289-297 |
Journal | Educational Research |
Volume | 44 |
Issue number | 3 |
DOIs | |
Publication status | Published - Dec 2002 |
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