| Summary: | 碩士 === 臺北市立教育大學 === 社會科教育研究所 === 92 === The purpose of this study was to investigate the elementary school teachers’ recognition level of the operational process of team teaching. In addition, teachers’perspective of the effects, attitudes and work stress while implementing team teaching was also studied. A self-developed questionnaire was used to explore the perspective of 420 teachers randomly selected from elementary schools in Taipei. Results suggested that most elementary school teachers in Taipei had basic recognition of the operational process of team teaching. Details can be specified as fallows：
The elementary school teachers had a positive attitude toward the effects of team teaching.
The elementary school teachers had a positive attitude toward implementing team teaching, and the elementary school homeroom teachers’ attitudes were positive than elementary school full-time teachers.
Team teaching teachers at elementary schools bearing the work stress is in middle level. Among the four aspects of work stress, “work burden” came out at the top, and male teachers have higher stress level in students’ problems than female teachers. In work burden aspect, elementary school team teaching teachers from a large scale schools showed higher stress level than those of medium scale ones. In administrational tasks, elementary school team teaching teachers from a large scale schools showed higher stress level than those from small scale ones. In students’ problems and overall stress aspects, elementary school team teaching teachers from a large scale schools showed higher stress level than those from medium or small scale ones.
There is a negative correlation between the effects, teachers’ attitudes and work stress.
Based on the findings of this study, recommendations about team teaching were made to the educational authorities and teachers colleges
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