DEVELOPMENT AND VALIDATION OF SELF-AWARENESS OF STRESS SCALE (SSS) FOR TEACHERS

Abstract

Objectives: The goal of this research was to develop a reliable and valid self-report measure of self-awareness of stress among university teachers (N=250) aged 25-58 years (M= 30.80, SD= 5.98).

Design: To answer the research question, a mixed-method research design was employed. A purposive sampling strategy was used in this study to gather the data.

Place & Duration of Study: The data were gathered over a span of two years from teachers of private and semi-government sector higher education institutions in Pakistan (Lahore and Multan).

Subjects and Methods: To assist in determining the psychometric properties of the scale, the Self-Awareness of Stress Scale (SSS) was administered along with a demographic proforma to the sample of 250 teachers.

Results: Factor analysis, internal consistency, inter-factor correlations, and validity of the scale were computed. The alpha reliability of the scale and its factors ranged from .89 to .97. The inter-factor correlations of all scales and the concurrent validity coefficients were statistically significant at p < .01. Three factors were generated: Interpersonal Challenges, Personal Malfunctioning, and Work Inefficacy.

Conclusion: The Self-Awareness of Stress Scale (SSS) emerged as a psychometrically sound indigenous measure. Limitations and recommendations for future research are discussed, and the findings carry implications for educational practice and policy development.