The Relationship among Job Stressor, Teacher Self Efficacy, Job Satisfaction and Burnout on Elementary School Teacher in Taichung Taiwan

• Main Author: Eka Dewi Septiningrum
• Other Authors: Lee, Jyh Hong
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/30258961532686924593

碩士 === 亞洲大學 === 心理學系碩士班 === 101 === This study examined the relationship among teacher stressor (TS), teacher self efficacy (TSE), and job satisfaction (JS) as well as burnout (BO) on elementary school teachers in Taichung Taiwan. It invited 206 participants from three elementary school in Taichung Taiwan. These teachers administered a questionnaire which contains four measurements of the variables studied in this research, TS and TSE for independent variables, and JS and BO for dependent ones. In the pilot study, teacher stressors were separated into two categories based on the result of factor analysis. Teacher stressor-A involved challenges and bothering which referred to the intrinsic stressors from the job itself. And stressor-B involved the resources & support problems related to extrinsic stressors from the school, parents or community. Based on this distinction, these studies ran simple and multiple hierarchical analyses and reach some findings as below. Stressor-B could predict (dis-)satisfaction better than stressor-A, in other words, extrinsic stressors such as being lack of resources and supports from the environment would impact teachers more than job itself on satisfaction issues. But for burnout, intrinsic stressors from job itself would play a more important role than extrinsic stressors. That was, stressor-A had a higher weight and significance than stressors-B on burnout issues. In addition, the empirical evidence highlighted that teacher self efficacy was a better predictor for job satisfaction and burnout than teacher stressor-A and teacher stressor-B. Meanwhile, the interaction between TS and TSE had no effect on JS, neither on BN. Finally, this study discussed these findings in the perspective of educational practice. Prevention strategies from dissatisfaction and burnout, for example, stress management would emphasize different kinds of stressors and make the improvement of teacher self-efficacy as the core and necessary part in these programs.