| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 92 === A Study of Junior High School Class-advisors’ Job Stress
And Adjustment Strategies in the Nine-Year
Integrated Curriculum Implementation
Graduate Student: Shoou-Chih Tzeng
Advisor: Dr. Chung-Wen Chen
Abstract
The purposes of this study were to investigate the status quo of the job stress and adjustment strategies of public junior high school class-advisors in Taiwan in the nine year integrated curriculum implementation, to explore the differences of different class-advisors’ job stress and adjustment strategies due to different backgrounds, and to examine the correlation between their job stress and adjustment strategies, hoping to provided reference for the educational administration authorities and class-advisors of public junior high schools.
The subject were 755 class-advisors selected from public junior high schools in Taipei county, Tao-yuan county, and Hsin-chu county. The instruments are the Junior High School Class-Advisors’ Work Situation Scale in the Nine-Year Integrated Curriculum Implementation, designed by the researcher. The statistics procedures used include mean, standard deviation, t-test, one-way ANOVA, and Pearson product-moment correlation test.
The major findings were as follows:
1. The job stress for class-advisors of the junior high schools is medium.
2. Among those five dimensions of job stress, the sequential order from high to low is parent-teacher communication and peer relationship, curriculum content and curriculum implementation, teaching work and working load, administrative cooperation and personal relations, and curriculum design and technological use.
3. The junior high school class-advisors’ overall adjustment strategies for job stress are at the high intermediate level.
4. Among those four aspects of adjustment strategies, the sequential order from high to low in terms of the frequency of use is “reasoning thinking and problem —solving,” “facing the problem and self-adaptation,” ”seeking for assistance and others’ support,” and “procrastinating avoidance and negative adjustment.”
5. Among the different background variables, differences in 6 independent variables are statistically significant in the class-advisors’ job stress: namely, gender, marital relation, age, seniority, teaching subjects, and school size. Moreover, differences in 5 independent variables are also statistically significant in job stress adjustment, namely, gender, age, seniority, school size, and the regions in which the schools where these advisors work are located.
6. In different perceptions, statistically significant differences were found in the class-advisors’ overall job stress adjustment. Low-stress group uses facing the problem and self-adaptation strategy more frequently than the high-stress group.
7. There were significant correlations between the class-advisors’ self-awareness of job stress and their adjustment strategies. Among them, the stress dimension of administrative cooperation and personal relationship and the dimension of procrastinating avoidance and negative adjustment strategy are in positive correlation. The stress dimension of curriculum content and curriculum implementation and the dimension of reasoning thinking and problem-solving strategy are in positive correlation. There is also a positive correlation between the stress dimension of curriculum design and technological use and the procrastinating avoidance and negative adjustment strategy dimension, but there is a negative correlation between the stress dimension of curriculum design and technological use and the strategy dimension of reasoning thinking and problem-solving seeking assistance and others’ support, and facing the problem and self-adaptation. There is a positive significant correlation between the stress dimension of parent-teacher communication and peer relation and the strategy dimension of procrastinating avoidance and negative adjustment, but there is a negative relationship between the stress dimension of parent-teacher communication and peer relation and the strategy dimension of facing-the-problem and self-adaptation.
Based upon the conclusions, this study provided some suggestions for educational administrators, school authorities and future study.
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