Beyond Role Conflict and Ambiguity: A Global Measure of Role Stress among South African School Teachers

Abstract

Background. Role stress is linked to reduced work performance, diminished organizational commitment, increased intention to leave a job, and negative physical and mental health effects. Given the significant implications of role stress, researchers have sought to understand and quantify the concept. The Role Conflict and Ambiguity (RCA) scales are widely utilized in job stress research as the predominant measurement tools. They were originally conceptualized as consisting of two independent dimensions: role conflict and role ambiguity. Objective. This study advances the validation research of the RCA scales by exploring its dimensionality through Mokken Scale Analysis (MSA) and Classical Test Theory (CTT). Method. South African school teachers responded to the RCA scales, Maslach Burnout Inventory, and Teaching Satisfaction Scale. Confirmatory Factor Analysis (CFA) and MSA were employed for data analysis. Results. The research determined that a second-order model provided the optimal fit, indicating that role ambiguity and role conflict are subordinate dimensions within the overarching construct of role stress. Conclusion. The findings from the CFA and supplementary bifactor indices reinforce the view that the instrument comprises 13 items, which assess a general dimension of role stress along with two sub-dimensions: role conflict and role ambiguity. Such specificity may lead to more effective strategies to mitigate role-related stress, thereby enhancing overall employee well-being, job satisfaction, and organizational productivity.