Cross Cultural Adaptation and Psychometric Evaluation of the Persian Version of Teachers Stress Inventory

Teaching is one of the world's most stressful jobs. Sources of stress in the teachers’ job are diverse and often specific. Due to the lack of an up-to-date and efficient questionnaire to assess the job stress of Persian-speaking teachers, the present study was designed to localize and assess the psychometric properties of job stress among Persian teachers.

This cross-sectional analytical study was conducted in 2017 in Tehran. Totally, 575 teachers working in governmental primary schools were randomly selected to participate in the study. Quantitative and qualitative approaches were used for face and content validity evaluation of the questionnaire. Cronbach's alpha was calculated to determine internal consistency. Exploratory factor analysis was applied to test the reliability. SPSS (version 16) was used for statistical analysis. All stages of the present study were carried out according to ethical standards.

The overall CVI and CVR were calculated as 0.95 and 1, respectively. Cronbach's alpha was 0.93 and the ICC (intra-cluster similarity) was found to be 0.85. The final structure of the Persian teachers, job stress questionnaire included 24 items in 4 factors including workload, interpersonal relationships, technology-induced stress and professional recognition.

The Persian version of teachers, job stress questionnaire is recommended as a valid and reliable tool to assess and determine the level and sources of job stress among teachers.