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After schools are stratified and sampled, teachers within the schools are also stratified and sampled based on their characteristics (NCES n.d., "Sample selection").
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Using the Expost-facto research design, the study sampled 986 teachers from a population of 5482.
Given the nested structure of our sample (teachers nested within teams), and the possible dependence between teachers within teams that may result, we computed, the intraclass correlations (ICC's).
In our sample, teachers who combined teaching with other jobs reported both lower exposure to challenges and more minimal related stress.
In a British population-based adolescent sample, teacher-reported externalising behaviour was associated with financial difficulties in adult life (after 40 years).
For 71% of this sample teacher data were available from one assessment, for 26% from two assessments, and for 3% from three assessments.
Furthermore, differences in the probabilities of being sampled as a teacher were accounted for by using teachers' sampling weights (Mplus option 'WEIGHT = TEAsparouhovparouhov 2005).
Five hundred and twelve female primary school teachers were sampled using a two-stage cluster sampling procedure.
Participants 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex.
Furthermore, using purposive sampling techniques, a sub-sample of teachers who attended the bespoke training workshop were asked to participate in an interview at the end of the study.
Kindergarten teachers and children under their care were recruited using a random cluster sampling technique with teachers undergoing a training programme for 2 months with hands on workshops.
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