Alternate-forms and alpha reliability of the Teacher Stress Inventory

The alternate-forms and alpha reliabilities of the Teacher Stress Inventory were investigated based on the responses of two groups of 138 teachers. Reliability estimates ranged from .43 to .94 for the TSI subscales and .71 to .94 for the TSI whole scale, indicating high stability and equivalence for the stress factors across immediate, one-day, one-week, and two-week intervals using two different TSI short forms. Between-forms correlations were larger for the immediate sample than they were for the interval samples. Short-form TSI alphas ranged from .76 to .90.     

Adolescent personality and school and college performance: A follow-up study

This study reports correlations between the High School Personality Questionnaire and various indices of school achievement and compares the validities with prior studies. Three achievement scores are utilized: a self-report of high-school grades, a parental report of high-school grades several years after the testing, and actual college grades several years after the testing. In all cases, the results were similar and substantial, and consonant with typical values from earlier, nonlongitudinal studies.     

Follow-up of high-risk children identified in kindergarten through direct classroom observation

Sixty-one children, originally identified at the beginning of kindergarten on the basis of 4 distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Teacher ratings and individual achievement test scores partially confirmed the predictive validity of the original clusters. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. An unexpected finding was that children in another cluster, originally seen as nonrisk, also seemed to be in some difficulty. Concerns about specific aspects of observable behavior were discussed.     

An examination of some bases of teacher satisfaction with school psychological services

Data were collected from a sample of school psychologists and teachers after termination of a teacher consultation experience. Stepwise regressions were performed on the data to determine which psychologist and teacher variables were related to teacher satisfaction with the school psychological consultation. The single most significant main effect on teacher satisfaction was the teacher's perception of the psychologist's facilitativeness.     

The effects of three school psychological consultation modes on selected teacher and pupil outcomes

Six Kansas school psychologists structured their teacher consultation in terms of three consultative modes which varied primarily in the number of follow-up contacts. The findings indicated that follow-up contacts led to greater teacher implementation of recommendations, greater perceived pupil behavior improvement, and greater sense of cooperative planning by the teachers. These outcome differences occurred between follow-up contacts and no follow-up contacts, with outcome differences not occurring between more and less extensive contacts.