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The study on the job stress and coping strategies of junior high school teachers with concurrent administrative work
Junior High school
Teachers with Concurrent
The purpose of this study was to analyze job stress of junior high school teachers with concurrent administrative work and strategies of coping with it. The first part of this paper mainly discusses the general situations of junior high school teachers with concurrent administrative work, the implications of their job stress and coping strategies, it’s related theories and studies by means of studying related documents. The valid sample of the questionnaire contain four hundred and ninety-four interviewed junior high school teachers with concurrent administrative work in Taoyuane County, Hsinchu City, Hsinchu County and Miaosh County. The second part of the paper focuses on our survey based on a self-edited questionnaire entitled “How Junior High School Teachers Feel About and Adjust to Additional Administrative Work.” After a synthetic discussion of statistic analysis, certain basic results are obtained as follows: 1.Junior high school teachers with concurrent administrative work underwent job stress at mid-to-low degree and generally felt stressful about administrative burden. 2.Junior high school teachers with concurrent administrative work adopt reactionary strategies of mid-level job stress use the reactionary strategy of “Seeking Support”most frequently. 3.The six background variables of junior high school teachers with concurrent administrative work, such as age, seniority of service, seniority of administrative work, the high degree, experiences in administrative work, and the number of class, have affected job stress to various degrees. 4.The for background variables of junior high school teachers with concurrent administrative work, such as age, seniority of service, seniority of administrative work, experiences in administrative work, have affected coping strategies to various degrees. 5.Among junior high school teachers with concurrent administrative work, the “high-pressure group ”adopts reactionary strategies of job stress more frequently than the ”medium-pressure group”and the ”low-pressure group.” 6.How junior high school teachers with concurrent administrative work feel about job stress has positive correlation with each dimension of reactionary strategies of job stress. Keywords: Junior High school, Teachers with Concurrent Administrative Work, Job Stress, Coping Strategies.
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