The teacher stress process: A cross‐cultural analysis

Abstract

Abstract A cross‐cultural systems analysis was performed on teacher stress data from Canada and Sweden. The LISREL structural analysis was based on a conceptual model adapted from Kyriacou and Sutcliffe. Although the LISREL solution did not reach statistical significance it was concluded that the conceptual model in the essential features was corroborated by the LISREL analyses. Measurement errors, as well as the sensitivity of the used goodness of fit test (chi square) to the size of the samples was put forward as explanations of the failure to reach statistical significance for the LISREL structural solutions. Furthermore, it was argued that the heterogeneity of the teachers with respect to the stages of their professional careers should be considered in further research on teacher stress, to be able to capture the process aspects more adequately.