Development and Validation of Impact of Psychological Distress Scale in University Teachers
Abstract
Psychological distress is a prevailing problem in mental health care, but the need for a valid tool to measure its impact on teaching personnel is crucial. The objective of the study was to explore the patterns of psychological distress impact on university teachers. Forty university teachers were interviewed separately in the first phase to generate an item pool reflecting the impact of psychological distress experienced by them. Impact of Psychological Distress Scale (IPDS) is a self-report measure that was developed from a list of 37 items. Finally, a sample of 350 university teachers was given the Demographic Performa and IPDS. Factor analysis yielded a three-factor solution namely Interpersonal Dissatisfaction (IPD), Compromised Mental Health (CMH), and Workplace Difficulty (WPD). High internal consistency, test-retest reliability and convergent validity were reported in the scale. Construct validity was established with the help of Depression Anxiety Stress Scale (DASS). There was a highly significant positive correlation between IPDS and its sub-scales. The IPDS is a consistent and valid tool to measure the impact of psychological distress in teachers or faculty members.
Keywords: psychological distress, scale development, mental health, wellbeing, phenomenology, psychosocial functioning

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