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A study of administrative function-holding teachers' personality traits , job stress and the coping strategies -taking the public junior high schools in Taipei city for example
Yeu-Jing Miin Ph.D.
Junior high school
Administrative function-holding teachers
The purpose of this study was to explore the relativeness of the personality traits, job stress, and coping strategies among the public junior high schools administrative function-holding teachers in Taipei city; the study centers on the literature analysis, modified Delphi method and questionnaire survey. The researcher used “NEO-PI-R facet”, “Job Stress Scale” and “Coping Strategies Scale” established by the researcher as instruments. The survey used stratified sampling according to the school sizes and locations. Among the 350 issued sampling, 299 effective data are collected. The rate of the effective data was 85.4%. The research applies the questionnaires with the statistic methods, such as frequency distribution, percentage, average, standard deviation, independent samples T-tests, one-way analysis of variance, Pearson product-moment correlation, and multiple regression analysis. The results of the study were concluded as follows: I.The most of personality traits for administrative function-holding teachers of junior high schools was “Agreeableness”. II.The job stress for administrative function-holding teachers of junior high schools was medium degree; most job stress comes from “their bosses”. III.The coping strategies for administrative function-holding teachers of junior high schools was medium degree, “looking for support” was most frequently used. IV.The Neuroticism attributes are possessed more by the younger, junior, unmarried administrative function-holding teachers, and section chiefs; the Conscientiousness attribute are possessed more by the older, senior, married administrative function-holding teachers, and directors. V.The younger, junior, unmarried administrative function-holding teachers and section chiefs have more job stress of “processional knowledge” than the older, senior, married administrative function-holding teachers, and directors. VI.The senior administrative function-holding teachers, directors, and administrative function-holding teachers working in Office of Academic Affairs use the coping strategies of “problem resolving” more often. VII.The coping strategies for administrative function-holding teachers of junior high schools were dramatically related to personality traits and job stress. VIII.The personality traits and job stress was found to be good predictors of coping strategies. The conclusion of this research could be adopted by education authorities, school principals, administrative function-holding teachers, and other as advices as well as reference for future studies.
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