Click here to download

Stress dimensions and psychological health conditions of schoolteachers: validation of a risk model using CUB models for the analysis of ordinal data
Journal Title: PSICOLOGIA DELLA SALUTE 
Author/s: Maria Clelia Zurlo, Maria Iannario, Domenico Piccolo 
Year:  2017 Issue: 1 Language: Italian 
Pages:  21 Pg. 5-25 FullText PDF:  329 KB
DOI:  10.3280/PDS2017-001001
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


The study refers to the transactional model of stress in teaching elaborated by Travers and Cooper (1996) and aims to validate a model of risk of psychological strain associated to work related stress in teachers through the use of the statistical methodology Combination of Uniform and Binomial random variables for the analysis of ordinal data (CUB, Piccolo, 2003). The Italian version of the Teacher Stress Questionnaire (Travers e Cooper, 1996; Zurlo, Pes e Capasso, 2013) was submitted to 565 teachers randomly drawn from a cross-section of school levels of the Campania Region. Data were treated to CUB Models methodology to analyse the significativity of combined effects of individual and personality factors (age, sex, Type A personality and coping strategies), situational factors (sources of pressure in teaching), and moderator factors (job satisfaction) on self-reported psychological health conditions of teachers The methodology enabled to build a statistically valid model of teacher’s risk for psychological strain associated to work-related stress that includes the following variables: Type A personality; recourse to coping strategies problem-focused, objective, and focused on stress suppression; perceived levels of the source of stress Poor working conditions/Lack of resources; perceived levels of job satisfaction. Profiles of teachers at high and low risk for psychological strain associated to work-related stress are described and commented.
Keywords: Teacher Stress Questionnaire, sources of pressure in teaching, job satisfaction, psychological strain, CUB models

  1. Agresti A. (2010). Analysis of Ordinal Categorical Data. New York: John Wiley & Sons.
  2. Bauer J., Stamm A., Virnich K., Wissing K., Kriston L., Müller U., Weng G., Stürmlinger R., Wirsching M., and Schaarschmidt U. (2006). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational Health, 79: 199-204.
  3. Benmansour N. (1998). Job satisfaction, stress and coping strategies among Moroccan high school teachers. Mediterranean Journal of Educational Studies, 3: 13-33.
  4. Borg M.G. and Riding R.J. (1991). Occupational Stress and Satisfaction in Teaching. British Educational Research Journal, 17(3): 263-281., DOI: 10.1080/014119291017030
  5. Briner R.B., Harris C. and Daniels K. (2004). How do stress and coping work? Toward a fundamental theoretical reappraisal. British Journal of Guidance and Counselling, 32(2): 223-234., DOI: 10.1080/0306988041000169225
  6. Byrne B.M. (1999). Teacher burnout: the nomological network. In: R. Vandenberghe and A.M. Huberman (eds.). Understanding and preventing teacher burnout. New York: Cambridge University Press.
  7. Cooper C.L., Sloan S.J. and Williams S. (1988). Occupational stress indicator. Windsor, UK: NFER Nelson.
  8. Cox T. and Ferguson E. (1991). Individual Differences, Stress and coping. In: C.L. Cooper and R. Payne (eds.). Personality and Stress: Individual Differences in the Stress Process. London: Wiley.
  9. D’Elia A. and Piccolo D. (2005). A mixture model for preference data analysis. Computational Statistics & Data Analysis, 49: 917-934.
  10. Dunham J. and Varma V. (eds.) (1998). Stress in teachers: past, present and future. London: John Wiley and Sons.
  11. Edwards J.R., Caplan R.D. and Harrison R.V. (1998). Person-Environment Fit Theory conceptual foundations, empirical evidence and directions for future research. In: Cooper C.L. (ed.), Theories of organizational stress. New York: Oxford Universities Press, pp. 28-67.
  12. Fletcher B.C. and Payne R.L. (1982). Levels of reported stressors and strains amongst schoolteachers: some UK data. Journal of Organizational Behavior, 34(3): 267-278., DOI: 10.1080/001319182034030
  13. French J.R.P., Caplan R.D. and Harrison R.V. (1982). The Mechanisms of job stress and strain, Chichester: Wiley.
  14. Gambacorta R. and Iannario M. (2013). Measuring job satisfaction with CUB models. Labour, 27: 198-224.
  15. Gambacorta R., Iannario M. and Valliant R. (2014). Design-based inference in a mixture model for ordinal variables for a stage stratifies design. Australian & New Zealand Journal of Statistics, 56: 125-143.
  16. Griffith J., Steptoe A. and Cropley M. (1999). An investigation of coping strategies associated with job-stress in teachers. British Journal of Educational Psychology, 69: 517-531., DOI: 10.1348/00070999915787
  17. Iannario M. (2010) On the identifiability of a mixture model for ordinal data. METRON, LXVIII: 87-94., DOI: 10.1007/BF0326352
  18. Iannario M. (2012). Modelling shelter choices in ordinal data surveys. Statistical Modelling and Applications, 21: 1-22.
  19. Iannario M. and Piccolo D. (2012). CUB Models: Statistical Methods and Empirical Evidence. In: Kenett R.S. and Salini S. (eds.), Modern Analysis of Customer Surveys, New York: J. Wiley & Sons, pp. 232-254.
  20. Iannario M. and Piccolo D. (2014) Inference for CUB model: a program in R. Statistica & Applicazioni, XII(2): 177-204.
  21. Iannario M. and Piccolo D. (2015). CUB: A Class of Mixture Models for Ordinal Data. R package version 0.0.-- http://CRAN.R-project.org/package=CUB.
  22. Kyriacou C. (2001). Teacher Stress: Directions for future research. Educational Review, 53(1): 27-35., DOI: 10.1080/00131910120033628
  23. Kyriacou C. and Sutcliffe J. (1978). A model of teacher stress. Educational Studies, 4(1), 1-6., DOI: 10.1080/030556978004010
  24. Lazarus R. and Folkman S. (1984) Stress, Appraisal, and coping. New York: Springer.
  25. Long B.C., Kahn S.E. and Schutz R.W. (1992). Causal Model of stress and coping: Women in Management. Journal of Counselling Psychology, 39: 227-239., DOI: 10.1037/0022-0167.39.2.22
  26. Piccolo D. (2003). On the moments of a mixture of uniform and shifted binomial random variables. Quaderni di Statistica, 5: 85-104.
  27. Piccolo D. (2006) Observed information matrix for MUB models. Quaderni di Statistica, 8: 33-78.
  28. Petrillo G. e Donizzetti A. (2013). Burnout degli insegnanti: il ruolo protettivo dei fattori contestuali e delle percezioni riferite all’efficacia scolastica e alle risorse del territorio. Psicologia della Salute, 2: 96-119., DOI: 10.3280/PDS2013-00200
  29. Pithers R.T. and Soden R. (1998). Scottish and Australian teacher stress and strain: a comparative study. British Journal of Educational Psychology, 68: 269-279.
  30. Travers C.J. and Cooper C.L. (1996). Teachers Under Pressure: stress in the teaching profession. London: Routledge.
  31. Unterbrink T., Hack A., Pfeifer R., Buhl-Grießhaber V., Müller U., Wesche H., Frommhold M., Scheuch K., Seibt R., Wirsching M. and Bauer J. (2007). Burnout and effort-reward-imbalance in a sample of 949 German teachers. International Archives of Occupational and Environmental Health, 80: 433-441.
  32. Van Dick R. and Wagner U. (2001). Stress and Strain in Teaching: A Structural Equation Approach. British Journal of Educational Psychology, 71 (2): 243-259., DOI: 10.1348/00070990115850
  33. Velasco V., Miglioretti M., Celata C. and Vecchio L. (2013). The well-being of teachers and their health promotion representations. Psicologia dell’Educazione, 7(1): 97-121.
  34. Zurlo M.C. and Pes D. (2012). Effort-Reward Imbalance e salute psicofisica degli insegnanti [Effort-Reward Imbalance and psychophysical health of teachers]. Giornale Italiano di Medicina del Lavoro ed Ergonomia, 34, 81B-87B.
  35. Zurlo M.C., Pes D. and Capasso R. (2013). Teacher Stress Questionnaire: Validity and Reliability study in Italy. Psychological Reports: Measures & Statistics, 113(2): 1-28.
  36. Zurlo M.C., Pes D. and Capasso R. (2016). Personality characteristics, Job Stressors and Job Satisfaction: main and interaction effects on Psychological and Physical Health Conditions of Italian Schoolteachers. Psychological Reports, 118(4): 1-12., DOI: 10.1177/003329411665681
  37. Zurlo M.C., Pes D. and Cooper C.L. (2007). Stress in teaching: a study of occupational stress and its determinants among Italian schoolteachers. Stress and Health, 23: 231-241.
  38. Zurlo M.C., Pes D. and Romano R. (2015). Factor structure and psychometric properties of the Index of Teaching Stress Short Form (ITS-SF). Psychological Reports, 117(3): 1-18. DOI 10.2466/08.PR0.117c24z5
  39. Zurlo M.C., Pes D. and Siegrist J. (2010). Validity and reliability of the effort-reward imbalance questionnaire in a sample of 673 Italian teachers. International Archives of Occupationaland Environmental Health, 83: 665-674.

Maria Clelia Zurlo, Maria Iannario, Domenico Piccolo, Stress dimensions and psychological health conditions of schoolteachers: validation of a risk model using CUB models for the analysis of ordinal data in "PSICOLOGIA DELLA SALUTE" 1/2017, pp. 5-25, DOI:10.3280/PDS2017-001001

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content