Abstract
The purpose of the current study was to develop a measure of English Language Learner (ELL) teacher stress that highlights multiple aspects of teachers' work settings that impact their work stress. Ninety-eight ELL teachers from 29 U.S. states completed an online questionnaire, including the current measure in development, a demographic survey, the Teacher Stress Inventory, and the Maslach Burnout Inventory. The development of the final 40-item ELL Teacher Stress Measure (ETSM) is described. The new ELL Teacher Stress Measure addresses a significant gap in the field and provides a tool that is useful in a variety of school settings.
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