| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 97 === Abstract
The Ministry of Education has greatly reformed the way to enroll the gifted students of junior high school and elementary school on Taichung city, Taichung county, Changhua county and Nantou county since 2006. Moreover, the centralized gifted class is replaced with the distributed one. No doubt this policy made an impact on teachers of the gifted in junior high school and elementary school. The teaching method in the distributed gifted class differs from the centralized both on preparation for class and selection of teaching materials. Since the teachers of the gifted class experienced the reform, we assume that they suffered from the pressure and influenced the satisfaction with teaching. Hence, we research in the correlation between working pressure and working satisfaction of teachers of the gifted class, and hope to provide a basis of further improvement for the related education government.
Based on the motivations above, we conclude three research objectives:
1. To understand the circumstance of working pressure on teachers of the gifted class in midland junior high school and elementary school.
2. To understand the circumstance of working satisfaction felt by teachers of the gifted class in midland junior high school and elementary school.
3. To understand the correlation between working pressure and working satisfaction of teachers of the gifted class in midland junior high school and elementary school.
According to the results, we propose a suggestion to improve working satisfaction and working pressure of teachers of the gifted class in midland junior high school and elementary school.
Based on the motivations and objectives above, we research in the following issues:
1. What is the circumstance of working satisfaction and working pressure of teachers of the gifted class in midland junior high school and elementary school?
2. Does it exist differences in working pressure to teachers of the gifted class in midland junior high school and elementary school with different kinds of background?
3. Does it exist differences in working satisfaction to teachers of the gifted class in midland junior high school and elementary school with different kinds of background?
4. What is the correlation between working pressure and working satisfaction of teachers of the gifted class in midland junior high school and elementary school with different kinds of background?
We look into working pressure in terms of “workload”, “relationship”, “administrative support”, “self-awareness”, and ”teaching problem”, and working satisfaction in terms of “environment”, “administrative support”, “salary”, “promotion”, “relationship” and “teaching work”. Besides, we edited a questionnaire for survey. After the questionnaire was analyzed statistically, it concluded the following results:
1. Working pressure to teachers of the gifted class is on the level two in midland junior high school and elementary school.
2. Working satisfaction to teachers of the gifted class is on the level two in midland junior high school and elementary school.
3. Working pressure is statistically significant with different ages and seniorities.
4. Working satisfaction is statistically significant with different levels of education.
5. Significant negative correlation exists between working pressure and working satisfaction.
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