Initial Development and Validation of the Measures of Stressors and Supports for Teachers (MOST)

The creation of psychometrically sound assessments of teacher well-being is critical given the alarmingly high rates of teacher burnout reported among U.S. educators. The present study sought to address this need by developing the Measures of Stressors and Supports for Teachers (MOST), a teacher-rep...

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Bibliographic Details
Published inAssessment for effective intervention Vol. 47; no. 4; pp. 187 - 197
Main Authors Sandilos, Lia E., DiPerna, James C.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2022
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Burnout
Classical test theory
Classrooms
Elementary Secondary Education
Exploratory factor analysis
Interpersonal Relationship
Leadership
Professional development
Psychological aspects
Psychological Patterns
Psychometrics
Stress Variables
Students with disabilities
Teacher Burnout
Teachers
Teaching Conditions
Test Construction
Test Reliability
Test Validity
Well Being
rating scales
social-emotional
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Summary:The creation of psychometrically sound assessments of teacher well-being is critical given the alarmingly high rates of teacher burnout reported among U.S. educators. The present study sought to address this need by developing the Measures of Stressors and Supports for Teachers (MOST), a teacher-report questionnaire designed to assess ecological and psychological factors that affect teachers’ professional well-being. To assess structural validity, the MOST was administered to a sample of K–12 educators (N = 218). Methods outlined in Classical Test Theory and exploratory factor analysis were conducted to examine items and assess the factor structure of the MOST. Factor analytic findings yielded a 40-item, nine-factor structure (Parents, Colleagues, School Leadership and Belonging, Classroom Students, Students With Disabilities, Time Pressure, Professional Development, Safety, and Emotional State). Implications for further validation and use of the MOST are discussed.
ISSN:1534-5084
1938-7458
DOI:10.1177/15345084211061338