The Investigation of Teaching Stressors and Thinking Disposition on Primary Schools’ English Teachers in Keelung City

• Main Author: 鍾守惠
• Other Authors: Jyh-Sheng, Lin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/86788225675459301373

碩士 === 國立臺灣海洋大學 === 教育研究所 === 99 === This research aims to survey primary school English teachers’ teaching stressors under different biographical characteristics and thinking dispositions with a questionnaire which is based on semi-structured interview and related literature review, hence, ‘Primary School English Teacher Related Teaching Stressors and thinking dispositions Questionnaire’ has been developed. A quasi-cluster sampling has been used, and there were 110 respondents involved in this research (response rate is 94 %) from 42 primary schools within 7 districts in Keelung city. The results clearly show: (1) the top 5 of English teaching stressors are as follows: a. preparing lots of teaching files for school evaluation, b. being asked for demonstrating English teaching, c. designing school-wide English activities (e.g. holiday or culture festival), d. heavy teaching workload and e. lack of substitute teachers; (2) the stress dimensions have been revealed: a. professional expectation, b. teaching process, c. teaching assessment, d. learning attitude, e. professional development and f. class management, the variance percentage shows respectively, 35.031, 8.952, 7.861, 4.606, 4.062 and 3.691, and totally 64.203%. (3) it shows significant difference on the stressor dimensions ‘class management’ from different age groups. (4) it shows the significant difference between the level of flexibility and stress perception (t =2.272，p< .05). (5) based on canonical correlation analysis, ‘teaching process’, ‘teaching assessment’, ‘professional development’ will be influenced by teaching satisfaction and teacher happiness through first canonical correlation. The results show that the primary school English teachers need to face major stressor dimensions: ‘profession expectation’, ‘teaching process’ and ‘teaching assessment’, which are related to professional English teaching. Hence, the school and local education authorities need to improve English professional teaching training for reducing the level of stress and enhancing teaching quality and effectiveness.