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THE STUDY ON WORK STRESS OF THE TEACHERS AT JUNIOR HIGH SUPPLEMEMTARY SCHOOLS IN TAIPEI AERO
Abstract The paper aims to understand the work pressure and the countermeasures to the work pressures of teachers at extension schools of junior high schools and to discuss the differences and mutual influences of various background elements on the work pressure and countermeasures of the teachers. Secondly, we discuss the relationship between work pressure and countermeasures of the teachers and make concrete suggestions for the reference of teachers at extension schools of junior high schools. The study is made in questionnaire survey with the target of teachers at extension schools of public junior high schools in Taipei City and County. A total of 384 questionnaires were issued with 293 valid questionnaires received. The tool of the study is Questionnaire on Feelings and Countermeasures on Work of Teachers at Extension Schools of Junior High Schools and the statistical analysis is based on statistics analysis, t test, One-way ANCOVA, Two-way ANCOVA, and Pearson's product-moment correlation, etc. We have the following conclusions: I. Teachers at extension schools of junior high schools has the most serious pressure of “work feedback” in the work pressure and the overall score from the questionnaire of the close to medium of the four-point scale. II. Teachers at extension schools of junior high schools have different levels of work pressure due to different backgrounds; however, different backgrounds do not have mutual influences on work pressure of the teachers. III. Teachers at extension schools of junior high schools can effectively adopt countermeasures to encounter work pressure and the most common countermeasure is “reasonable thinking.” IV. Teachers at extension schools of junior high schools of different backgrounds have different countermeasures and different backgrounds have mutual influences on work pressure of the teachers. V. The work pressure of teachers at extension schools of junior high schools has negative association with countermeasures. At the end, we propose concrete suggestions based on the conclusions of the study for the reference of administrative policies, training of teachers and teaching counseling as well as future study.
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