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Teacher perceived emotional job demands scale: Validity, reliability and invariance study

Year 2025, Volume: 12 Issue: 2, 277 - 292

Alper Uslukaya , Yılmaz Arslan Füsun Yükrük Oktay Ağ Mehmet Akif Evcimik

https://doi.org/10.21449/ijate.1531350

Abstract

The aim of this study was to develop a measurement tool to determine teachers' perceived emotional job demands. The item pool created as a result of a literature review conducted by researchers was subjected to expert evaluation for content, appearance, and meaning validity, and finally, a draft scale form was created. The draft form was applied to 207 teachers, and exploratory factor analysis was conducted with the obtained data, revealing a one-dimensional scale structure consisting of seven items. To confirm this structure, data were collected from 283 teachers, and the one-factor scale structure was confirmed based on fit indices estimated through confirmatory factor analysis. Furthermore, it was observed that the scale met the conditions of convergent validity and reliability as a result of the analyses conducted. Measurement invariance of the scale was tested for gender (female-male), marital status (married-single), and age (under 40 and over 40) categories, and it was found that the scale met the requirements of configural, metric, scalar, and strict invariance. In the final stage, the scale's nomological validity was established by examining its relationship with burnout and work engagement. Data collected from 245 teachers were analyzed using structural equation modeling, and the significant relationships confirmed the scale's nomological validity. In conclusion, it was determined that the scale in question is a valid and reliable tool that can be used to measure teachers' perception of emotional job demands.

Keywords

Emotional job demands Validity Reliability Invariance

Ethical Statement

Fırat University, 05.10.2023-18829.

References

  • Bakker, A.B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273 285. http://dx.doi.org/10.1037/ocp0000056
  • Bartlett, L. (2004). Expanding teacher work roles: a resource for retention or a recipe for overwork?. Journal of Education Policy, 19(5), 565 582. https://doi.org/10.1080/0268093042000269144
  • Begenirbaş, M., & Yalçın, R.C. (2012). The effects of teachers’ personalities on their emotional labor display. Çağ University Journal of Social Sciences, 9(1), 47-65.
  • Bodenheimer, G., & Shuster, S.M. (2020). Emotional labour, teaching and burnout: Investigating complex relationships. Educational Research, 62(1), 63 76. https://doi.org/10.1080/00131881.2019.1705868
  • Borg, M.G., & Riding, R.J. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17(3), 263-281.https://doi.org/10.1080/0141192910170306
  • Bozkurt, B. (2023). Problems experienced by teachers in classrooms with high concentrations of Syrian students and solution suggestions. MANAS Journal of Social Studies, 12(4), 1222-1235.
  • Brotheridge, C.M., & Grandey, A.A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17 39. https://doi.org/10.1006/jvbe.2001.1815
  • Byrne, B.M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20(4), 872–882.
  • Chang, M.L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193 218. https://doi.org/10.1007/s10648-009-9106-y
  • Chen, F.F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504.
  • Creswell, J.W., & Creswell, J.D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Cronbach, L.J., & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. https://doi.org/10.1037/h0040957
  • Çokluk, O., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences SPSS and LISREL applications]. Pegem-A Publications.
  • Demerouti, E., Bakker, A.B., Nachreiner, F., & Schaufeli, W.B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499 512. https://doi.org/10.1037/0021-9010.86.3.499
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Fisher, R.J. (1993). Social desirability bias and the validity of indirect questioning. Journal of Consumer Research, 20(2), 303–315. https://doi.org/10.1086/209351
  • Fornell, C. & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39 50. https://doi.org/10.1177/002224378101800104
  • George, D., & Malley, P. (2010). SPSS for Windows step by step. A simple study guide and reference. Pearson
  • Groves, R.M., Fowler Jr, F.J., Couper, M.P., Lepkowski, J.M., Singer, E., & Tourangeau, R. (2011). Survey methodology. John Wiley & Sons.
  • Hair, J.D., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate date analysis. Prentice Hall.
  • Hobfoll, S.E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6(4), 307-324. https://doi.org/10.1037/1089-2680.6.4.307
  • Hochschild, A.R. (1983) The managed heart: Commercialization of human feeling. University of California.
  • Hu, L. & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
  • Kline, R.B. (2005). Principles and practice of structural equation modeling. Guilford Publications.
  • Kock, F., Berbekova, A., Assaf, A.G., & Josiassen, A. (2024). Developing a scale is not enough: on the importance of nomological validity. International Journal of Contemporary Hospitality Management, 36(10), 3233-3244.https://doi.org/10.1108/IJCHM-07-2023-1078
  • Küçüksüleymanoğlu, R., & Kurt, A. (2020). Suriyeli öğrenciler İçin görevlendirilen PICTES öğretmenlerinin tükenmişlik düzeyleri: Bursa örneği [Burnout levels of PICTES teachers assigned for Syrian students: Bursa case]. Sakarya University Journal of Education Faculty, 20(1), 24-45.
  • Lavelle, J.J., Rupp, D.E., Herda, D.N., Pandey, A., & Lauck, J.R. (2021). Customer injustice and employee performance: Roles of emotional exhaustion, surface acting, and emotional demands abilities fit. Journal of Management, 47(3), 654 682. https://doi.org/10.1177/0149206319869426
  • Maslach, C. (1982). Burnout: The cost of caring. Prentice Hall.
  • Maslach, C., & Schaufeli, W.B. (1993). Historical and conceptual development of burn-out. In W.B. Schaufeli, C. Maslach, & T. Marck (Eds.), Professional burn out: Recent developments in the theory and research (pp. 1 16). Taylor & Francis. https://doi.org/10.4324/9781315227979-1
  • Morris, J.A., & Feldman, D.C. (1997). Managing emotions in the workplace. Journal of Managerial Issues, 257-274.
  • Naring, G., Briet, M., & Brouwers, A. (2006). Beyond demand–control: Emotional labour and symptoms of burnout in teachers. Work & Stress, 20, 303 315. https://doi.org/10.1080/02678370601065182
  • Naring, G., & van Droffelaar, A. (2007). Incorporation of emotional labour in the demand–control–support model: The relation with emotional exhaustion and personal accomplishment in nurses. In C.E.J. Härtel, N.M. Ashkanasy, & W.J. Zerbe (Eds.), Research on emotion in organizations: Vol. 3 (pp. 221–236). Emerald.
  • Näring, G., Vlerick, P., & Van de Ven, B. (2012). Emotion work and emotional exhaustion in teachers: The job and individual perspective. Educational Studies, 38(1), 63 72. https://doi.org/10.1080/03055698.2011.567026
  • Özdemir, F., Kaya, G., Berkil, S., & Avcı, F. (2024). Öğretmenlerin tükenmişlik düzeyinin sınıf yönetimine etkisi [The effect of teachers' burnout level on classroom management]. Ulusal Özgün Eğitim Araştırmaları Dergisi, 2(1), 51-65.
  • Özer, M. (2018). The 2023 Education Vision and new goals in vocational and technical education. Journal of Higher Education and Science, 8(3), 425-435.
  • Peng, K.Z. (2017). Exhaustion and emotional demands in China: A large-scale investigation across occupations. Frontiers of Business Research in China, 11(1), 1 17. https://doi.org/10.1186/s11782-017-0003-9
  • Pines, A.M. (2002). Teacher burnout: A psychodynamic existential perspective. Teachers and Teaching: Theory and Practice, 8(2), 121-141.
  • Schaubroeck, J., & Jones, J.R. (2000). Antecedents of workplace emotional labor dimensions and moderators of their effects on physical symptoms. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 21(2), 163 183. https://doi.org/10.1002/(SICI)1099 1379(200003)21:2<163::AID-JOB37>3.0.CO;2-L
  • Schaufeli, W.B., Bakker, A.B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701-716. https://doi.org/10.1177/0013164405282471
  • Scheibe, S., Stamov-Roßnagel, C., & Zacher, H. (2015). Links between emotional job demands and occupational well-being: Age differences depend on type of demand. Work, Aging and Retirement, 1(3), 254-265. https://doi.org/10.1093/workar/wav007
  • Skaalvik, E.M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029 1038. https://doi.org/10.1016/j.tate.2011.04.001
  • Skaalvik, E.M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-what do teachers say?. International Education Studies, 8(3), 181-192. https://doi.org/10.5539/ies.v8n3p181.
  • Sutton, R.E., & Wheatley, K.F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/A:1026131715856
  • Şen, S. (2020). Mplus ile yapısal eşitlik modellemesi uygulamaları [Structural equation modeling applications with Mplus]. Nobel Pablications.
  • Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics. Allyn & Bacon Publishing.
  • Taris, T.W., & Schreurs, P.J. (2009). Explaining worker strain and learning: How important are emotional job demands?. Anxiety, Stress & Coping, 22(3), 245 262. https://doi.org/10.1080/10615800802460401
  • Tumkaya, S., Cam, S., & Cavusoglu, I. (2009). Turkish adaptation of the burnout snydrome inventory short version. CU Social Sciences Institute J, 18, 387-98.
  • Tuxford, L.M., & Bradley, G.L. (2015). Emotional job demands and emotional exhaustion in teachers. Educational Psychology, 35(8), 1006 1024. https://doi.org/10.1080/01443410.2014.912260
  • Uslukaya, A., & Demirtas, Z. (2023). Can a supportive supervisor be a treasure for teachers? A multilevel analysis of the relationship between perceived supervisor support, work engagement, and burnout. Psychology in the Schools, 60(11), 4667 4685. https://doi.org/10.1002/pits.23006
  • Van den Heuvel, S.G., Geuskens, G.A., Hooftman, W.E., Koppes, L.L., & Van den Bossche, S.N. (2010). Productivity loss at work; health-related and work-related factors. Journal of Occupational Rehabilitation, 20(3), 331-339. https://doi.org/10.1007/s10926-009-9219-7
  • Widaman, K.F., Ferrer, E., & Conger, R.D. (2010). Factorial invariance within longitudinal structural equation models: Measuring the same construct across time. Child Development Perspectives, 4(1), 10-18. https://doi.org/10.1111/j.1750-8606.2009.00110.x
  • Xu, H., & Tracey, T.J. (2017). Use of multi-group confirmatory factor analysis in examining measurement invariance in counseling psychology research. The European Journal of Counselling Psychology, 6(1), 75-82. https://doi.org/10.5964/ejcop.v6i1.120

Teacher perceived emotional job demands scale: Validity, reliability and invariance study

Year 2025, Volume: 12 Issue: 2, 277 - 292

Alper Uslukaya , Yılmaz Arslan Füsun Yükrük Oktay Ağ Mehmet Akif Evcimik

https://doi.org/10.21449/ijate.1531350

Abstract

The aim of this study was to develop a measurement tool to determine teachers' perceived emotional job demands. The item pool created as a result of a literature review conducted by researchers was subjected to expert evaluation for content, appearance, and meaning validity, and finally, a draft scale form was created. The draft form was applied to 207 teachers, and exploratory factor analysis was conducted with the obtained data, revealing a one-dimensional scale structure consisting of seven items. To confirm this structure, data were collected from 283 teachers, and the one-factor scale structure was confirmed based on fit indices estimated through confirmatory factor analysis. Furthermore, it was observed that the scale met the conditions of convergent validity and reliability as a result of the analyses conducted. Measurement invariance of the scale was tested for gender (female-male), marital status (married-single), and age (under 40 and over 40) categories, and it was found that the scale met the requirements of configural, metric, scalar, and strict invariance. In the final stage, the scale's nomological validity was established by examining its relationship with burnout and work engagement. Data collected from 245 teachers were analyzed using structural equation modeling, and the significant relationships confirmed the scale's nomological validity. In conclusion, it was determined that the scale in question is a valid and reliable tool that can be used to measure teachers' perception of emotional job demands.

Keywords

Emotional job demands Validity Reliability Invariance

Ethical Statement

Fırat University, 05.10.2023-18829.

References

  • Bakker, A.B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273 285. http://dx.doi.org/10.1037/ocp0000056
  • Bartlett, L. (2004). Expanding teacher work roles: a resource for retention or a recipe for overwork?. Journal of Education Policy, 19(5), 565 582. https://doi.org/10.1080/0268093042000269144
  • Begenirbaş, M., & Yalçın, R.C. (2012). The effects of teachers’ personalities on their emotional labor display. Çağ University Journal of Social Sciences, 9(1), 47-65.
  • Bodenheimer, G., & Shuster, S.M. (2020). Emotional labour, teaching and burnout: Investigating complex relationships. Educational Research, 62(1), 63 76. https://doi.org/10.1080/00131881.2019.1705868
  • Borg, M.G., & Riding, R.J. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17(3), 263-281.https://doi.org/10.1080/0141192910170306
  • Bozkurt, B. (2023). Problems experienced by teachers in classrooms with high concentrations of Syrian students and solution suggestions. MANAS Journal of Social Studies, 12(4), 1222-1235.
  • Brotheridge, C.M., & Grandey, A.A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17 39. https://doi.org/10.1006/jvbe.2001.1815
  • Byrne, B.M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20(4), 872–882.
  • Chang, M.L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193 218. https://doi.org/10.1007/s10648-009-9106-y
  • Chen, F.F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504.
  • Creswell, J.W., & Creswell, J.D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Cronbach, L.J., & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. https://doi.org/10.1037/h0040957
  • Çokluk, O., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences SPSS and LISREL applications]. Pegem-A Publications.
  • Demerouti, E., Bakker, A.B., Nachreiner, F., & Schaufeli, W.B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499 512. https://doi.org/10.1037/0021-9010.86.3.499
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Fisher, R.J. (1993). Social desirability bias and the validity of indirect questioning. Journal of Consumer Research, 20(2), 303–315. https://doi.org/10.1086/209351
  • Fornell, C. & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39 50. https://doi.org/10.1177/002224378101800104
  • George, D., & Malley, P. (2010). SPSS for Windows step by step. A simple study guide and reference. Pearson
  • Groves, R.M., Fowler Jr, F.J., Couper, M.P., Lepkowski, J.M., Singer, E., & Tourangeau, R. (2011). Survey methodology. John Wiley & Sons.
  • Hair, J.D., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate date analysis. Prentice Hall.
  • Hobfoll, S.E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6(4), 307-324. https://doi.org/10.1037/1089-2680.6.4.307
  • Hochschild, A.R. (1983) The managed heart: Commercialization of human feeling. University of California.
  • Hu, L. & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
  • Kline, R.B. (2005). Principles and practice of structural equation modeling. Guilford Publications.
  • Kock, F., Berbekova, A., Assaf, A.G., & Josiassen, A. (2024). Developing a scale is not enough: on the importance of nomological validity. International Journal of Contemporary Hospitality Management, 36(10), 3233-3244.https://doi.org/10.1108/IJCHM-07-2023-1078
  • Küçüksüleymanoğlu, R., & Kurt, A. (2020). Suriyeli öğrenciler İçin görevlendirilen PICTES öğretmenlerinin tükenmişlik düzeyleri: Bursa örneği [Burnout levels of PICTES teachers assigned for Syrian students: Bursa case]. Sakarya University Journal of Education Faculty, 20(1), 24-45.
  • Lavelle, J.J., Rupp, D.E., Herda, D.N., Pandey, A., & Lauck, J.R. (2021). Customer injustice and employee performance: Roles of emotional exhaustion, surface acting, and emotional demands abilities fit. Journal of Management, 47(3), 654 682. https://doi.org/10.1177/0149206319869426
  • Maslach, C. (1982). Burnout: The cost of caring. Prentice Hall.
  • Maslach, C., & Schaufeli, W.B. (1993). Historical and conceptual development of burn-out. In W.B. Schaufeli, C. Maslach, & T. Marck (Eds.), Professional burn out: Recent developments in the theory and research (pp. 1 16). Taylor & Francis. https://doi.org/10.4324/9781315227979-1
  • Morris, J.A., & Feldman, D.C. (1997). Managing emotions in the workplace. Journal of Managerial Issues, 257-274.
  • Naring, G., Briet, M., & Brouwers, A. (2006). Beyond demand–control: Emotional labour and symptoms of burnout in teachers. Work & Stress, 20, 303 315. https://doi.org/10.1080/02678370601065182
  • Naring, G., & van Droffelaar, A. (2007). Incorporation of emotional labour in the demand–control–support model: The relation with emotional exhaustion and personal accomplishment in nurses. In C.E.J. Härtel, N.M. Ashkanasy, & W.J. Zerbe (Eds.), Research on emotion in organizations: Vol. 3 (pp. 221–236). Emerald.
  • Näring, G., Vlerick, P., & Van de Ven, B. (2012). Emotion work and emotional exhaustion in teachers: The job and individual perspective. Educational Studies, 38(1), 63 72. https://doi.org/10.1080/03055698.2011.567026
  • Özdemir, F., Kaya, G., Berkil, S., & Avcı, F. (2024). Öğretmenlerin tükenmişlik düzeyinin sınıf yönetimine etkisi [The effect of teachers' burnout level on classroom management]. Ulusal Özgün Eğitim Araştırmaları Dergisi, 2(1), 51-65.
  • Özer, M. (2018). The 2023 Education Vision and new goals in vocational and technical education. Journal of Higher Education and Science, 8(3), 425-435.
  • Peng, K.Z. (2017). Exhaustion and emotional demands in China: A large-scale investigation across occupations. Frontiers of Business Research in China, 11(1), 1 17. https://doi.org/10.1186/s11782-017-0003-9
  • Pines, A.M. (2002). Teacher burnout: A psychodynamic existential perspective. Teachers and Teaching: Theory and Practice, 8(2), 121-141.
  • Schaubroeck, J., & Jones, J.R. (2000). Antecedents of workplace emotional labor dimensions and moderators of their effects on physical symptoms. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 21(2), 163 183. https://doi.org/10.1002/(SICI)1099 1379(200003)21:2<163::AID-JOB37>3.0.CO;2-L
  • Schaufeli, W.B., Bakker, A.B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701-716. https://doi.org/10.1177/0013164405282471
  • Scheibe, S., Stamov-Roßnagel, C., & Zacher, H. (2015). Links between emotional job demands and occupational well-being: Age differences depend on type of demand. Work, Aging and Retirement, 1(3), 254-265. https://doi.org/10.1093/workar/wav007
  • Skaalvik, E.M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029 1038. https://doi.org/10.1016/j.tate.2011.04.001
  • Skaalvik, E.M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-what do teachers say?. International Education Studies, 8(3), 181-192. https://doi.org/10.5539/ies.v8n3p181.
  • Sutton, R.E., & Wheatley, K.F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/A:1026131715856
  • Şen, S. (2020). Mplus ile yapısal eşitlik modellemesi uygulamaları [Structural equation modeling applications with Mplus]. Nobel Pablications.
  • Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics. Allyn & Bacon Publishing.
  • Taris, T.W., & Schreurs, P.J. (2009). Explaining worker strain and learning: How important are emotional job demands?. Anxiety, Stress & Coping, 22(3), 245 262. https://doi.org/10.1080/10615800802460401
  • Tumkaya, S., Cam, S., & Cavusoglu, I. (2009). Turkish adaptation of the burnout snydrome inventory short version. CU Social Sciences Institute J, 18, 387-98.
  • Tuxford, L.M., & Bradley, G.L. (2015). Emotional job demands and emotional exhaustion in teachers. Educational Psychology, 35(8), 1006 1024. https://doi.org/10.1080/01443410.2014.912260
  • Uslukaya, A., & Demirtas, Z. (2023). Can a supportive supervisor be a treasure for teachers? A multilevel analysis of the relationship between perceived supervisor support, work engagement, and burnout. Psychology in the Schools, 60(11), 4667 4685. https://doi.org/10.1002/pits.23006
  • Van den Heuvel, S.G., Geuskens, G.A., Hooftman, W.E., Koppes, L.L., & Van den Bossche, S.N. (2010). Productivity loss at work; health-related and work-related factors. Journal of Occupational Rehabilitation, 20(3), 331-339. https://doi.org/10.1007/s10926-009-9219-7
  • Widaman, K.F., Ferrer, E., & Conger, R.D. (2010). Factorial invariance within longitudinal structural equation models: Measuring the same construct across time. Child Development Perspectives, 4(1), 10-18. https://doi.org/10.1111/j.1750-8606.2009.00110.x
  • Xu, H., & Tracey, T.J. (2017). Use of multi-group confirmatory factor analysis in examining measurement invariance in counseling psychology research. The European Journal of Counselling Psychology, 6(1), 75-82. https://doi.org/10.5964/ejcop.v6i1.120
There are 52 citations in total.

Details

Primary Language English
Subjects Scale Development
Journal Section Articles
Authors

Alper Uslukaya 0000-0003-1455-8438

Yılmaz Arslan 0009-0004-5886-0588

Füsun Yükrük 0009-0008-9690-0279

Oktay Ağ 0000-0002-2745-9378

Mehmet Akif Evcimik 0000-0001-5264-8018

Early Pub Date May 1, 2025
Publication Date
Submission Date August 10, 2024
Acceptance Date January 11, 2025
Published in Issue Year 2025 Volume: 12 Issue: 2

Cite

APA Uslukaya, A., Arslan, Y., Yükrük, F., Ağ, O., et al. (2025). Teacher perceived emotional job demands scale: Validity, reliability and invariance study. International Journal of Assessment Tools in Education, 12(2), 277-292. https://doi.org/10.21449/ijate.1531350

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