Abstract
The Teacher Stress Inventory (TSI) is an instrument used for assessing occupational stress among teachers but has not been adapted or validated for use in Nigeria. This study aimed to modify and adapt the TSI for use in Nigeria and also assess its reliability and validity. An expert panel was constituted to modify the original version of the TSI. Thereafter, both the original and the modified versions were applied to 471 teachers from 15 schools in Oyo State, Nigeria. Of all the respondents, 227 (48.2 %) were men and 244 (51.8 %) were women. Mean age was 36.55 ± 8.80 years. Cronbach α for all items of the modified version was .943, and item mean score was 2.60 (1.86–3.56). Concurrent validity of the modified TSI demonstrated significant correlations p < 0.001 with the corresponding items of the original version. Test-retest reliability of the modified version was .988. There were significant inter-item correlations for all the items of the modified version of the TSI. The modified version of the TSI is a valid and reliable instrument in the Nigerian population to assess teachers’ stress.
Highlights
The Teacher Stress Inventory (TSI) is an instrument used for assessing occupational stress among teachers but has not been adapted or validated for use in Nigeria
The impact of the teaching profession on the psychological health of teachers is of utmost public health importance all over the world (Abel and Sewell 1999; Baldacara et al 2015; Chan 2000; Johnson et al 2005), and the construct of “teachers’ stress” which has been conceptualized as having both emotional and physical substrates resulting from some aspect of their work (Freudenberger 1974) is well recognized
The original version of the TSI is a psychometrically valid and reliable self-administered instrument used in the measurement of teacher stress developed by Fimian in 1984 for the Lasebikan Psicologia: Reflexão e Crítica (2016) 29:42 assessment of occupational stress in teachers (Fimian 1984)
Summary
The Teacher Stress Inventory (TSI) is an instrument used for assessing occupational stress among teachers but has not been adapted or validated for use in Nigeria. In an attempt to assess “different stress experiences” that are particular to the teaching profession, the TSI was developed (Fimian 1984). Such instrument should be culturally and contextually applicable in Nigeria, requiring its modification and comparison with the original version in order to achieve this. The TSI has been widely used in North America, where it was developed and in Africa (Atindanbila 2011; Paulse 2005) This 49-item instrument assesses issues relating to time management, work-related stressors, discipline and motivation, professional investment, emotional manifestations, fatigue manifestations, cardiovascular manifestations, gastronomical manifestations, and behavioral manifestations. When the psychometric property of the TSI was determined in South Africa, items 1 (I over-commit myself), 3 (I have to try doing more than one thing at a time), and 6 (I feel uncomfortable wasting time) were omitted (Boshoff 2011)
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