Single-item teacher stress and coping measures: Concurrent and predictive validity and sensitivity to change
Abstract
This study examined the concurrent and predictive validity of single-item scales for assessing teacher stress and coping. Correlations between the stress and coping items and present and end-of-year teacher-reported burnout and self-efficacy generally aligned with hypotheses, with stronger associations between coping and burnout and self-efficacy in comparison to the associations between stress and burnout and self-efficacy. Stress and coping items also predicted concurrent and future emotional exhaustion controlling for covariates; however, only coping consistently predicted additional variance in future emotional exhaustion with both stress and coping items in the model. Further, the coping item, not the stress item, demonstrated sensitivity to detect intervention effects; that is, teachers randomly assigned to receive a classroom management intervention (the Incredible Years Teacher Classroom Management program) had significantly higher coping scores compared to a wait-list comparison group. The results of this study provide support for the continued use of single-item stress and coping measures of teacher well-being, and areas for further research and potential use of these measures are discussed.
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Single-item measures of coping have shown considerable reliability and validity when questions are concise and clear.
“Single item measures of coping have been introduced to shorten questionnaires and when questions are concise and clear have shown considerable reliability and validity.”
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- Authors
- Eddy, C. L., Herman, K. C., & Reinke, W. M.
- Affiliations
- University of Missouri (US)
- Corresponding author
- Eddy, Colleen L.
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2019-10
- Volume
- 76
- Pages
- 17-32
- ISSN
- 0022-4405 (ISSN-L)
- OpenAlex
- W2964350853
- Cited by
- 120
- References
- 73
- Citations by year
- 2026: 18 · 2025: 19 · 2024: 19 · 2023: 17 · 2022: 22 · 2021: 15 · 2020: 9 · 2019: 1
- FWCI
- 13.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Institute of Education Sciences
- University of Missouri
- U.S. Department of Education (R305A100342)
- Topics
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- teacher stress, teacher coping, single-item measures, teacher burnout, teacher self-efficacy, emotional exhaustion, teacher well-being, sensitivity to change
- MeSH terms
- Teacher Training, School Teachers, Occupational Stress, Adaptation, Psychological, Adult, Education, Continuing, Female, Follow-Up Studies, Humans, Male, Middle Aged, Psychiatric Status Rating Scales, Psychological Tests, Sensitivity and Specificity, Midwestern United States, Reproducibility of Results, Treatment Outcome, Self Efficacy
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