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Journal of Career Assessment
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Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development

Jennifer Metheny

University of Oregon, jmetheny{at}uoregon.edu

Ellen Hawley McWhirter

University of Oregon, ellenmcw{at}uoregon.edu

Maya Elin O'Neil

University of Oregon

This article examines available measures of perceived teacher support and presents findings from two studies exploring the psychometric properties of the Teacher Support Scale (TSS). In Study 1, an exploratory factor analysis suggested a hierarchical structure with four first-order factors (Invested, Positive Regard, Expectations, and Accessible subscales) loading onto a single, higher order factor, excellent reliability, and concurrent validity. Perceived teacher support was significantly correlated with career decision-making self-efficacy and vocational outcome expectations. In Study 2, a confirmatory factor analysis did not provide replication of the initial model in a separate sample. However, the four, first-order factors explained a statistically significant amount of the variance in question items, and support was provided for their strong relationship to a single, higher order construct of teacher support. Recommendations for future practice and research on the role of teacher support in adolescent career development and suggestions for modifications to the measure are provided.

Key Words: teacher support • measure • career development • social support • adolescents

This version was published on May 1, 2008

Journal of Career Assessment, Vol. 16, No. 2, 218-237 (2008)
DOI: 10.1177/1069072707313198
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