| Summary: | 碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 100 === The purpose of this study was to investigate elementary school teachers’ job stress
and coping strategies in the aboriginal area of central Taiwan, the study will gain an
understanding of the pressure, feelings and coping strategies regarding teachers’ job stress.
This study will also analyze different background variables in their job stress and coping
strategies. Using the information and difference between the job stress and coping
strategies, the research results, then can be conducted to make specific suggestions.
The research applied self-compiled questionnaire survey “Elementary school
teachers’ job stress and coping strategies in the aboriginal area of central Taiwan” as
research instrument to investigate the elementary teachers in schools of Chiayi county,
Nantou county, Taichung city and Miaoli county. 525 effective questionnaires were
collected (79.1% of return rate).The data was analyzed with SPSS. Based on the results of
these questionnaires, the author used descriptive statistics, Independent-Samples t test,
one-way ANOVA, Pearson product-moment correlation to engage in data analysis.
According to the results of data analysis, the conclusions were brought forth as
follows:
1. The level of job stress of the elementary teachers in the aboriginal area of central
Taiwan was belong to mid-level and the greatest job stress was "work load".
2. The level of elementary teachers’ coping strategies on job stress in the aboriginal area of
central Taiwan was belong to high-level, and the strategies "problem resolving " was most used.
3. Bases on background variables within the differences of "age", " degrees of education ",
" years as a teacher," and "the location of schools," the job stress of elementary school
teachers of the aboriginal area in central Taiwan has reached significant differences.
4. There was a significant result from the “gender” variable which showed that female
teachers adopted more strategies than male teachers.
5. The result also indicated that teachers would tend to adopted two strategies: “adjusting
emotion” and “procrastinate and evade” on the condition of higher job stress; while
"problem resolving” was used more on the condition of lower job stress.
Based on these results, the suggestions would be recommended by the researcher to the
related organizations.
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