One additional means of
determining the relative standing of a TSI respondent is by using the
data displayed in
and/or the line graph shown in
respect to the range of significance levels for the Total Stress Score,
an individual's Total Stress Score can be compared to the cut-off points
presented in Table 1. This comparison can be made in relationship to the
ranges established for the regular, special, and combined teacher
groups; the ranges established for male and female teachers; and the
ranges established for elementary, middle, and secondary school
teachers. Cut-off points for significance levels (i.e., either
significantly lower or significantly higher than average) were set at ñ
1 standard deviation around the mean for each subsample.
Significantly strong stress levels indicate that the respondent has scored at or above the 84th percentile; significantly weak stress levels indicate a score at or below the 16th percentile. Those teachers falling in the midrange for a given subsample (e.g., male teachers) are those experiencing moderate stress levels. For the teacher wishing to make additional general comparisons of his or her scale and subscale scores to those of the norm group of 3,401 teachers, he or she should consider using Figure 2. This visual representation allows the teacher to graph his or her scores in comparison to (a) the average or mean score, (b) significantly high scores, and/or (c) significantly low scores for the entire norm sample. These cut-off points are based on one mean score and standard deviation derived for each of 10 subscale and the one total scores. One standard deviation above the mean signifies significantly strong stress; one standard deviation below the mean indicates significantly weaker stress.
These comparisons are best made using the following procedure: