Department of Relational Sciences, University of Naples "Federico II", Via Porta di Massa n.1, 80133 Naples, Italy.
Int Arch Occup Environ Health. 2010 Aug;83(6):665-74. doi: 10.1007/s00420-010-0512-8. Epub 2010 Feb 2.
This study explores the explicative potential of effort-reward imbalance Model to unveil the dimensions involved in teacher stress process and analyses the psychometric characteristics of the Italian version of the ERI Questionnaire (Siegrist, J Occup Health Psychol 1:27-43, 1996) with respect to a homogeneous occupational group: Italian school teachers.
The Italian version of the ERI Questionnaire was submitted to 673 teachers randomly drawn from a cross-section of school types. Internal consistency, reliability, discriminative validity, and factorial structure were evaluated. Predictive validity was explored with respect to a measure of perceived strain, the Crown-Crisp Experiential Index. Discriminative validity was explored with respect to age, gender, education, type of school, the presence/absence of physical pains in the last 12 months before the survey, and teachers' intention to leave the profession.
Item-total correlations are for all items included between 0.30 and 0.80 (p < 0.01). Mean inter-item correlation is 0.26. Cronbach's alpha for the whole questionnaire reaches the value of 0.89. The factor analysis identified four reliable factors that accounted for 44.8 per cent of the total variance and which confirmed the basic structure emerged from previous studies yet highlighting two instead of three different components for reward. Higher efforts (T = -3.82, p < 0.001) and both lower material (T = 3.23, p < 0.001) and immaterial rewards (T = 3.17, p < 0.005) characterised the group of teachers, which reported to suffer for physical pains. Higher efforts (T = -5.26, p < 0.001), higher overcommitment (T = -3.15, p < 0.005), and both lower material (T = 4.63, p < 0.001) and immaterial rewards (T = 4.00, p < 0.001) were observed in the group of teachers inclined to give up the job. Multiple regression analyses have highlighted that higher efforts, higher overcommitment, and lower rewards are significantly predictive of higher levels of free-floating and somatic anxiety as well as depression and global psychological strain.
This preliminary analysis of the reliability and validity of the Italian version of the ERI Questionnaire reveals that it constitutes a useful and reliable measure to analyse work-related stress with respect to the school setting. The validity of the ERI model to describe the dimensions involved in teacher's stress and to highlight those associated to leaving intentions and to several physical and psychological strain outcomes in Italian school teachers has been confirmed.
本研究旨在探讨工作投入-回报失衡模型在揭示教师压力过程中所涉及的维度方面的解释潜力，并分析意大利版 ERI 问卷（Siegrist，J Occup Health Psychol 1：27-43，1996）的心理测量学特征，该问卷针对的是一个同质的职业群体：意大利学校教师。
从学校类型的横截面中随机抽取 673 名教师作为研究对象，接受 ERI 问卷的意大利语版本。评估内部一致性、可靠性、判别有效性和因子结构。使用感知压力的衡量标准——Crown-Crisp 体验指数，探讨预测有效性。使用过去 12 个月内的身体疼痛存在/不存在、年龄、性别、教育程度、学校类型、离职意愿等方面来探讨判别有效性。
所有项目的项目-总分相关系数在 0.30 到 0.80 之间（p < 0.01）。平均项目间相关系数为 0.26。整个问卷的克朗巴赫 α 达到 0.89。因素分析确定了四个可靠的因素，占总方差的 44.8%，这证实了先前研究中出现的基本结构，但突出了奖励的两个而不是三个不同组成部分。更高的努力（T = -3.82，p < 0.001）和更低的物质（T = 3.23，p < 0.001）和非物质奖励（T = 3.17，p < 0.005）特征为报告身体疼痛的教师群体。更高的努力（T = -5.26，p < 0.001）、更高的过度投入（T = -3.15，p < 0.005）以及更低的物质（T = 4.63，p < 0.001）和非物质奖励（T = 4.00，p < 0.001）观察到倾向于放弃工作的教师群体。多元回归分析表明，更高的努力、更高的过度投入以及更低的奖励与更高的自由浮动和躯体焦虑以及抑郁和整体心理压力显著相关。
本研究对 ERI 问卷意大利语版本的可靠性和有效性进行了初步分析，结果表明，该问卷是一种分析与学校环境相关的工作压力的有用且可靠的工具。ERI 模型的有效性已得到证实，该模型可用于描述教师压力过程中涉及的维度，并突出与离职意愿以及意大利学校教师的几种身体和心理压力结果相关的维度。
