The study of special education teacher’s job involvement, self-efficacy and job stress in the resource rooms in Taipei City

• Main Authors: Wan Sin Wu, 吳宛芯
• Other Authors: Zhao An Qi
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/49513235559803427638

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 97 === The purpose of the study was to investigate the situation and the relationships among a special education teacher’s job involvement, self-efficacy and job stress in the resource rooms of Taipei City. It also analyzed the differences in teacher’s backgrounds. These results were analyzed from data collected from 173 questionnaires: 1. In regards to a teacher’s job involvement, self-efficacy, and stress at work - “teacher efficacy” and “personal teaching self efficacy” gave the best assurance to teachers. Regarding “stress at work” - “parental stress” had the biggest influence. With “teachers’ job involvement” - “job appreciation” gave the best assurance to teachers. 2. A teachers’ self-efficacy, stress at work, and job involvement may vary according to the teachers’ sex, teaching seniority, and involvement in administrative work. 3. A teachers’ self-efficacy, stress at work, and job involvement proved to have a significant connection. Keywords: resource rooms teacher, job involvement, self- efficacy, job stress