The Study on Work Stress and Emotion Management for Preschool Inclusive Education Teachers in Taichung City

• Main Authors: Wan-Ling Chen, 陳婉玲
• Other Authors: 王明泉
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/33895082856035816511

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === The main purpose of this study is to understand the relationship between work stress and emotion management for preschool inclusive education teachers in Taichung City, and also to compare the differences in work stress and emotion management of the teachers according to various background. Questionnaire survey method was used to collate data in this research. The subjects were preschool inclusive education teachers in Taichung City. The tool of the study was Questionnaire on Work Stress and Emotional Management for Preschool Inclusive Education Teachers. 153 questionnaires were distributed and 116 were obtained. Multiple analysis methods were used: statistics analysis, t-test, one-way ANOVA, repeated measures MANOVA , cluster analysis, Pearson’s correlation coefficient and multiple regression analysis. The conclusions of the study are presented as follows: 1. The work stress of preschool inclusive education teachers in Taichung City is medium-low. 2. The emotion management of preschool inclusive education teachers is medium-high. 3. There is a significant difference in work stress among teachers with different marital status, special education professional background, and teaching experiences in inclusive class. 4. There is a significant difference in emotion management among teachers with different marital status. 5. There is low negative correlation between work stress and emotion management for preschool inclusive education teachers in Taichung City. 6. “Interpersonal relationship” and “support system” in work stress can predict “emotional adjust" in emotion management for preschool inclusive education teachers in Taichung City. Suggestions were made according to findings of this research to preschool inclusive education teachers, school administrative departments, and also future research directions.