Measuring perceived teacher support and its influence on adolescent career development

Jennifer Metheny, Ellen Hawley McWhirter, Maya Elin O'Neil

Research output: Contribution to journalArticlepeer-review

83 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)218-237
Number of pages20
JournalJournal of Career Assessment
Issue number2
StatePublished - May 2008
Externally publishedYes


  • Adolescents
  • Career development
  • Measure
  • Social support
  • Teacher support

ASJC Scopus subject areas

  • Applied Psychology
  • Psychology(all)
  • Organizational Behavior and Human Resource Management


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