| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 91 === A Study on the Job Stress Perceived by Taipei Elementary
School Teachers for the to-be-executed Teacher-Grading
System and on the Coping Ways
by
Chieh-Ming Yu
Abstract
This study is mainly to explore the job stress perceived by Taipei public elementary school teachers for the to-be-executed teacher-grading system and the ways of coping for, and also to compare the differences on the job stress and the coping ways that elementary school teachers with different background and environmental variation have and the interrelation amid.
The survey was proceeded by questionnaires and individual interviews with Taipei public elementary school teachers. The questionnaires taken effect were 836 pieces. The means taken for the survey was by the questionnaires on「The job stress perceived by Taipei public elementary school teachers for the to-be-executed teacher-grading system and the coping ways」compiled by the researcher himself. The survey results were statistically processed by t-test through SPSS package software, one-way ANOVA, Pearson product-moment correlation, canonical correlation analysis; there were 8 persons interviewed individually by the way of semi-structure and recorded word-by- word for evidence.
The research is concluded as follows:
1. The job stress perceived by Taipei public elementary school teachers for the to-be-executed teacher-grading system was between mid and low pressure. On average, the elementary school teachers perceived mid-degree pressure with inclination toward low-degree. 「System design」was the biggest of all the stresses and the rest ones were consecutively as「work load」,「self-growth」,「parents stress」,「professional stress」,and「peer stress」.
2. The frequency of the coping ways used overall by Taipei public elementary school teachers in confrontation of the job stress of the to-be-executed teacher-grading system was of middle degree. Of the five coping ways used,「problem solving」was of the highest frequency . The rest coping ways were consecutively as 「self-adjustment」,「mutual coordination」,「temporary put-aside」, and「unacceptable」. 「Unacceptable」was, however, rarely adopted.
3. The job stress perceived by Taipei elementary school teachers for the to-be-executed teacher- grading system differed quite obviously with sex, working length, education, duty taken, and school size. Of the teachers, females, with working length below 5 years, general university graduated, class or subject teachers of below twenty-four classes, were bigger stressed, no matter how different in marital status and working regions.
--- continued ---
4. The coping ways for the job stress perceived by Taipei elementary school teachers for the to-be-executed teacher-grading system differed quite obviously with sex, education, working length, marital status, and duty taken. Among the teachers, females, with twenty-one to thirty years of working length, married, taking the duty of director as well, had higher frequency of coping, no matter how different in education and working regions. Yet, elementary school teachers in different school sizes differed not obviously in overall coping ways. But, the used coping ways 「unacceptable」and「temporary put-aside」reached a level of obvious difference.
5. No obvious differences shown were the ways of coping either in whole or in respective aspect for the job stress perceived by Taipei elementary school teachers for the to-be-executed teacher- grading system.
6. The job stress perceived by Taipei elementary school teachers for the to-be-executed teacher- grading system as well as the coping ways were obviously interrelated. Overall job stress and overall coping ways were obviously interrelated of low-negative degree; overall job stress was obviously interrelated of mid-negative degree with「mutual coordination」and「problem solving」
and obviously interrelated of mid-positive degree with「unacceptable」. Respective stress was obviously interrelated of mid-low negative degree with「mutual coordination」and「problem solving」. Respective stress was obviously interrelated of mid-low positive degree with 「unacceptable」and「temporary put-aside」.「System design」,「work load」,and「peer pressure」 were the stresses obviously interrelated of low negative degree with overall coping ways. But,「parents stress」,「professional stress」, and「self growth」were no obviously interrelated with overall coping ways.
7. The job stress perceived by Taipei elementary school teachers with different background and environmental variation for the to-be-executed teacher-grading system was indeed typically interrelated with the coping ways; the job stress and the coping ways were too typically interrelated with each other.
8. The research results revealed the obvious differences about the job stress perceived by teachers differing in sex, education, working length, marital status, and school size for the to-be- executed teacher-grading system. And the survey on this point and the results of individual interview were matched to a pretty higher extreme. Furthermore, the survey revealed that teachers differing in sex, education, marital status, and duty taken coped obviously differently for the job stress perceived for the to-be-executed teacher-grading system.. But, the results of individual interview were quite divergent though. The reasons hidden therein need to be further researched.
Keywords：elementary school teacher teacher-grading system stress coping
|
|---|
