Validation of a ‘spurning scale’ for teachers: the Chinese sample
The present study represents our continuing effort to validate a ‘spurning scale’ for teachers, based on a model of spurned helpers’ reactions. Three approaches were used to examine the construct validity of the scale: the spurning scores of teachers working with more achieving students versus the scores of teachers teaching less achieving students; the relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one’s students, and with one’s supervisor. Serving teachers in Guangzhou (China) responded to a questionnaire containing the variables of interests. Overall, the results provided further evidence for the validity of the scale.
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Document Type: Research Article
Publication date: December 1, 2002