A study on the Interrelation between Work Values and Work Stress of the Special Education Teachers in the Elementary Schools

• Main Authors: Kwo-Chang Hsiao, 蕭國倉
• Other Authors: Sheng-Cheng Chang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/29352552663751714114

碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 92 === A Study on the Interrelation between Work Values and Work Stress of the Special Education Teachers in the Elementary Schools Abstract The purpose of this study is to explore the relations between work values and work stress that special-education teachers at the elementary schools have, and to examine the differences caused by such variables as their personal backgrounds and different jobs. The chief method for this study is general survey, carried out by using a questionnaire called “Investigation into Work Values and Work Stress of Special-Education Teachers at the Elementary Schools”; 542 copies of the questionnaire were distributed among the stated teachers working in central Taiwan, and 438 of those copies were answered as valid feedback, the rate of valid collection being 80.81%. Following are some significant findings of this survey: Special-education teachers at the elementary schools mostly have “high” work values,” but not “very high” ones. This means that their work values tend to be positive; however, there is room for improvement. Special-education teachers at the elementary schools bear the work stresses that are graded “middle.” This indicates that in this period of time most of the stated teachers have got an “ordinary” sort of pressure in work of special education. Special-education teachers have quite different work values owing to their personal backgrounds and different jobs. In terms of professional backgrounds, the overall work values vary to a large degree from one dimension to another. In terms of teaching experience, those who have just taught 5 years or less have higher work values than the group of teachers who have taught for 11 to 15 years. Special-education teachers at the elementary schools have very different work stresses owing to their personal backgrounds and different jobs. In age terms, young teachers who are under 28, as well as the group who are between 29 and 33, have noticeably higher stress at work, compared with the senior group over 51 years old. In education terms, those teachers who graduated from university have higher work stress than those who graduated from the 5-year junior college. In terms of teaching experience, those who have just taught 5 years or less, and the group who have 6 to 10 years’ teaching experience, carry higher pressure of work than the group of teachers who have taught for 21 years or more. As for the overall work values and overall work stresses, there is no significant difference in between.