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.