A Study of Job Stress and the Coping Way for Teachers of Special Classes

• Main Authors: chan mei chun, 詹美春
• Other Authors: yeh chung hsin
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/27976200826596287674

碩士 === 臺中師範學院 === 國民教育研究所 === 91 === The purpose of this study was to investigate job stress and the coping way for teachers working in the field of special education. This study also explored the relationship between teachers’ background, job stress and the coping way. Strategies were also suggested based on the results of this study. Survey research was conducted in this study. The subjects included 604 teachers of special education in the elementary schools in different Taiwan area. Data was obtained from questionnaire of job stress and the coping way for teachers of special education classes in the elementary schools, in which 436 available to be analyzed by descriptive statistics, t-test, and one-way ANOVA. The results were shown as follows： 1.The overall stresses for the teachers of special education in the elementary schools belonged to medium level. In the five aspects of job stresses, stress from social support were the highest, and the others were in the order from highest to lowest: working environment, management of time, education of students and role stresses. 2.The highest stress came from the effort of preparing evaluations for higher authorities. 3.Teachers of special education usually coped with their stress by adopting a moderate way which was more effective. 4.There was no significant difference in overall and each aspects of job stress between teachers with different gender, age, or professional background. 5.There was no significant difference in the overall job stresses between teachers with different seniority or between teachers with/without in-service education. However, teachers with less than 5 years seniority had more stress from management of time than those with higher seniority. In addition, teachers without participating in-service education had more stress from management of time compared to those who participated in in-service education. 6.Significant difference was found in the overall job stress between teachers from different class types and class locations. Stress from itinerant (school) was the highest. Stress from highest to lowest in class types was: special classes for self-contained for students with mentally retarded, resource classes, itinerant (home), special classes for self-contained for students with hearing impairment, itinerant (visually handicapped). Stress from highest to lowest in class locations was: southern, northern, central, and eastern Taiwan. 7.There was no significant difference in the frequency of using the overall coping way between teachers with different age, seniority, professional background, types of classes and teaching areas. 8.There was significant difference in the frequency of using the overall coping way between teachers with different gender and teachers with/without participation of in-service education. Female teachers coped with their stress more than male teachers. Teachers who participated in in-service education coped with their stress more frequently than those who do not. 9.There was no significant difference in the frequency of using the overall coping way between teachers from different teaching area. However, there was significant difference in the frequency of using the moderate coping way between teachers from different teaching area. The frequency of using the moderate coping way from highest to lowest between teachers from different areas were: northern, southern, central, eastern Taiwan. 10.There was no significant difference in the effectiveness of using overall coping way between teachers with different gender with/without continuous education, ages, seniority, professional background, types of teaching classes, and teaching areas. 11.There was no significant difference in the effectiveness of using overall coping way between teachers with different seniority. However, there was significant difference in the effectiveness of using direct acting method between teachers with different seniority. The effectiveness of using direct acting method from the highest to lowest was teachers with seniority: more than 16 years, 6-10 years, less than 5 years.