The relationships among teachers’ self-directed learning readiness, workplace stress and workplace learning in Tainan vocation senior high schools.

• Main Authors: Lin, Wen-Hsiung, 林文雄
• Other Authors: Ho, Ching-Jung
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/38844583997968548417

碩士 === 國立高雄師範大學 === 成人教育研究所 === 93 === 　　In this study, I try to discuss the relationships among teachers’ self-directed learning readiness, workplace stress and workplace learning in Tainan vocational senior high schools. The main purposes of this research are as follows: (1) To understand the situations of teachers’ self-directed learning readiness, workplace stress and workplace learning in vocational senior high schools. (2) To analyze the differences of teachers’ self-directed learning readiness, workplace stress and workplace learning in vocational senior high schools depending on different background variables. (3) To discuss the relationships among teachers’ self-directed learning readiness, workplace stress and workplace learning in vocational senior high schools. 　　In the research methodology, a questionnaire survey was used to collect data. This research takes teachers in Tainan vocational senior high schools as the population in the 2004-2005 school year, including vocational teachers and general subject teachers in vocational high schools, subsidiary vocational high schools and comprehensive senior high schools. The study sent 600 questionnaires, and there were 546 effective questionnaires. Using SPSS 10.0 software to process the descriptive statistics, one-way MANOVA and Canonical Correlation. 　　The research found the following main conclusions: 1. Teachers generally have the ability, attitude and readiness of self-directed learning. 2. There are apparent differences in teachers’ self-directed learning readiness depending on different background variables. 3. Teachers have the impression of less than average workplace stress. 4. There are apparent differences in teachers’ workplace stress depending on different background variables. 5. Teachers generally have the willingness to participate in workplace learning. 6. There are apparent differences in teachers’ workplace learning depending on different background variables. 7. There are apparent and medium positive relationships between teachers’ self-directed learning readiness and workplace learning. 8. There are apparent and medium negative relationships between teachers’ workplace stress and workplace learning, and some workplace stress have lower positive relationships with formal learning. 9. Teachers’ self-directed learning readiness has greater explanatory strength in workplace learning than workplace stress.