Validity and reliability of the effort-reward imbalance questionnaire in a sample of 673 Italian teachers

Purpose 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 resp...

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Bibliographic Details
Published in:International archives of occupational and environmental health 2010-08, Vol.83 (6), p.665-674
Main Authors: Zurlo, Maria Clelia, Pes, Daniela, Siegrist, Johannes
Format: Article
Language:English
Subjects:
Adult
Biological and medical sciences
Burnout
Earth and Environmental Science
Environment
Environmental Health
Factor analysis
Faculty
Female
Fundamental and applied biological sciences. Psychology
Humans
Italy
Job Satisfaction
Male
Medical sciences
Middle Aged
Miscellaneous
Occupational health
Occupational medicine
Occupational Medicine/Industrial Medicine
Occupational psychology
Original Article
Personnel Loyalty
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Public health. Hygiene-occupational medicine
Quantitative psychology
Rehabilitation
Reward
Stress
Stress, Psychological
Surveys and Questionnaires
Teachers
Work condition. Job performance. Stress
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Summary:Purpose 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. Methods 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. Results Item-total correlations are for all items included between 0.30 and 0.80 ( p  
ISSN:0340-0131
1432-1246
DOI:10.1007/s00420-010-0512-8