An Analysis on Vocational Worries of Junior High School Teachers and Their Adaptation Strategies

• Main Authors: Li-Hsing Chen, 陳麗幸
• Other Authors: 孫仲山
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/22075972711667028459

博士 === 高雄師範大學 === 工業科技教育學系 === 100 === The purpose of the current study was to investigate the factors related to vocational worries and to analyze its conceptual framework for measuring the vocational worries of junior high school teachers and their adaptation strategies. In order to achieve the objectives of this study, the survey research method was adopted. Based on the theories and reviews of the related literature and empirical research, “Questionnaire on Vocational Worries of Junior High School Teachers and Their Adaptation Strategies” was drawn up as the research instrument. Population of this study was all the junior high school teachers in Kaohsiung while all teachers from thirty-six schools were randomly selected as the subjects. A total of 3,056 questionnaires were sent out while 1,504 valid questionnaires were returned. The discovery can be drawn from based on the statistically analysis. There was no statistically significant difference in vocational worries among junior high school teachers with different genders. There was no statistically significant difference in vocational worries among junior high school teachers with different marital statuses Significant difference in vocational worries was found among junior high school teachers with different seniorities. Teachers who have taught for 11 to 15 years faced the greatest vocational worries while those who have taught for more than 26 years encountered the fewest vocational worries. Significant difference in vocational worries was found among junior high school teachers with different posts. Teachers who were also homeroom teachers faced the greatest vocational worries while those who concurrently held the position as directors encountered the fewest vocational worries. Significant difference in vocational worries was found among teachers teaching in junior high schools with different sizes. Teachers teaching in schools with 13 to 24 classes faced the greatest vocational worries while those teaching in schools with less than 9 classes encountered the fewest vocational worries. Significant difference in vocational worries was found among junior high school teachers teaching in different areas. Teachers teaching in schools located in townships and districts faced the greatest vocational worries while those teaching in schools located in rural areas encountered the fewest vocational worries. Slight difference in adaption strategies for vocational worries was found among junior high school teachers with different genders. In terms of “problem solving,” “ignorance” and “boycott and protest,” males teachers scored higher than the female ones. There was no statistically significant difference in adaption strategies for vocational worries among junior high school teachers with different marital statuses. There was no statistically significant difference in adaption strategies for vocational worries among junior high school teachers with different seniorities. There was no statistically significant difference in adaption strategies for vocational worries among junior high school teachers with different posts. Slight difference in adaption strategies for vocational worries was found among junior high school teachers teaching in junior high schools with different sizes. Teachers teaching in schools with 13 to 24 classes scored higher than teachers in other school sizes in terms of “seeking for support,” “problem solving,” “self-regulation,” “ignorance” and “boycott and protest.” Slight difference in adaption strategies for vocational worries was found among junior high school teachers teaching in different areas. Compared to teachers teaching in the other areas, those teaching in schools located in townships and districts scored significantly higher in terms of “problem solving,” “ignorance” and “boycott and protest.” Based on the above-mentioned discovery, the suggestions are proposed: Legalize related systems. Strengthen parent’s educational concepts. Narrow urban-rural disparity in education. Provide the system of psychological counseling for teachers. Increases the teacher to establish, lightens the teaching load. Increase and renew school facilities. Hold outing or leisure activities. In accordance to the puzzle teacher, encourages to commend positively. Regarding in accordance to the puzzle teacher, with gives positive counselling negatively.