Investigating the Psychometric Properties of the Iranian Version of the Teacher's Social Stress Scale in Relation to the Students

Monitoring teachers' stress with credible tools can be very useful in order to increase mental health and make appropriate policies and decisions in relation to these people. The aim of this study was to evaluate the validity and reliability of a specific scale for teachers to assess the stress applied to them by students. In the present correlation study, 520 teachers at different levels of education responded to the teacher-student social stress questionnaire (Tadi et al., 2017) and the Maslach burnout questionnaire (1981). Cronbach's alpha was used to evaluate the reliability of the internal components of the questionnaire and confirmatory factor analysis was used to evaluate the construct validity. Also, to ensure the convergent validity of the questionnaire, its correlation with the score obtained from the Maslach Burnout Questionnaire was examined. The results of confirmatory factor analysis showed that all questions significantly measured the four underlying factors of the teacher-social stress questionnaire in relation to the student, including verbal aggression, objection, inappropriate reaction and inappropriate behaviors. Overall, the results of this study showed that the teacher's consensual stress questionnaire in relation to the student in the Iranian version has acceptable validity and reliability.