Publication

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands.

Harmsen, R., Helms-Lorenz, M., Maulana, R., van Veen, K. & van Veldhoven, M., 1-Jan-2019, In : International Journal of Research & Method in Education. 42, 1, p. 91-108 18 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Harmsen, R., Helms-Lorenz, M., Maulana, R., van Veen, K., & van Veldhoven, M. (2019). Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands. International Journal of Research & Method in Education, 42(1), 91-108. https://doi.org/10.1080/1743727X.2018.1462313

Author

Harmsen, Ruth ; Helms-Lorenz, Michelle ; Maulana, Ridwan ; van Veen, Klaas ; van Veldhoven, Marc. / Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands. In: International Journal of Research & Method in Education. 2019 ; Vol. 42, No. 1. pp. 91-108.

Harvard

Harmsen, R, Helms-Lorenz, M, Maulana, R, van Veen, K & van Veldhoven, M 2019, 'Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands.', International Journal of Research & Method in Education, vol. 42, no. 1, pp. 91-108. https://doi.org/10.1080/1743727X.2018.1462313

Standard

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands. / Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas; van Veldhoven, Marc.

In: International Journal of Research & Method in Education, Vol. 42, No. 1, 01.01.2019, p. 91-108.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Harmsen R, Helms-Lorenz M, Maulana R, van Veen K, van Veldhoven M. Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands. International Journal of Research & Method in Education. 2019 Jan 1;42(1):91-108. https://doi.org/10.1080/1743727X.2018.1462313


BibTeX

@article{394c85ab214d46cdbfe3e91e0a94adc8,
title = "Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands.",
abstract = "The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.",
keywords = "Stress, questionnaire, beginning teachers, secondary education, OCCUPATIONAL STRESS, JOB-SATISFACTION, BURNOUT, PROFESSION, ENGAGEMENT, ATTRITION, QUALITY, GENDER",
author = "Ruth Harmsen and Michelle Helms-Lorenz and Ridwan Maulana and {van Veen}, Klaas and {van Veldhoven}, Marc",
year = "2019",
month = jan,
day = "1",
doi = "10.1080/1743727X.2018.1462313",
language = "English",
volume = "42",
pages = "91--108",
journal = "International Journal of Research & Method in Education",
issn = "1743-727X",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "1",

}

RIS

TY - JOUR

T1 - Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands.

AU - Harmsen, Ruth

AU - Helms-Lorenz, Michelle

AU - Maulana, Ridwan

AU - van Veen, Klaas

AU - van Veldhoven, Marc

PY - 2019/1/1

Y1 - 2019/1/1

N2 - The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.

AB - The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work – Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.

KW - Stress

KW - questionnaire

KW - beginning teachers

KW - secondary education

KW - OCCUPATIONAL STRESS

KW - JOB-SATISFACTION

KW - BURNOUT

KW - PROFESSION

KW - ENGAGEMENT

KW - ATTRITION

KW - QUALITY

KW - GENDER

U2 - 10.1080/1743727X.2018.1462313

DO - 10.1080/1743727X.2018.1462313

M3 - Article

VL - 42

SP - 91

EP - 108

JO - International Journal of Research & Method in Education

JF - International Journal of Research & Method in Education

SN - 1743-727X

IS - 1

ER -

ID: 53523534