The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model on spurned helpers' reactions. Three approaches were used to examine the validity of the scale: the spurning scores of teachers working with more achieving students vs the scores of teachers teaching less achieving students. The relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students and supervisor. Serving teachers in Hong Kong responded to a questionnaire that contained the variables of interest. The results provided further evidence for the validity of the scale. [Copyright of Educational Research is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/001318800363854]
