Response Differences in Appraisals of Working Conditions among Elementary and High School Teachers.

Abstract

Research using the National Teacher and Principal Survey (NTPS) has consistently demonstrated that teachers' reported working conditions are related to both intentions to leave the profession and attrition (Tickle, Chang, and Kim, 2011). However, limited research evaluates teacher appraisals of job-related demands and resources as an antecedent to job dissatisfaction. We tested for differential item functioning (DIF) using a partial credit model approach within a Rasch modeling context to examine whether elementary and secondary teachers with similar overall stress levels respond to the NTPS Demands and Resources items in similar ways. For the Demands items, seven of the items displayed differences that were negligible, four were intermediate, and three items indicated large DIF contrasts. For the Resources items, 10 items displayed differences that were negligible, two were intermediate, and zero items indicated large DIF contrasts. These results indicate elementary and secondary teachers exhibit different appraisal patterns, suggesting implications for the development and use of survey data in public school settings in general, and for the use of the NTPS data in particular.