Job Stresses and Coping Strategies for Special Education Teachers of Elementary Schools in Taoyuan County

• Main Authors: Shang-Yun Li, 李尚耘
• Other Authors: Ming chuan Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/55090726908236247845

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === The goal of this study was to explore job stressesand coping strategies for special education teachers in elementary schools in Taoyuan County. This study also examined the relationship between Taoyuan County special educators’ background and their job stresses and coping strategies. Furthermore, in the present paper we investigated the relationship betweenthe ways of coping with job stresses and the various stress levels. Survey research was conducted in this study. We took a random sample of the data that was included 200 special education teachers of the elementary schools in Taoyuan County. Data were collected by questionnaires of job stresses and coping strategies for teachers of special education classes in the elementary schools, in which 193 available to be analyzed by descriptive statistics, t-test, and one-way ANOVA and Multiple Stepwise Regression. The major findings were as follows: 1. The overall job stress on the teachers of special education in the elementary schools in Taoyuan County was belonged to medium level. In the five aspects of job stresses, the stresses from working environment were the highest, and the others were in the order from highest to lowest: social supports, education of students, role stresses, and time management. 2. There was no significant difference in overall and each aspect of job stresses among with/without in-service education training, age, professional background, classes of school, and serving administration at the same time. 3. There was a significant difference in the overall job stresses among gender differences, teaching years, and teachers from different class types. 4. There was no significant difference in the overall job stress among with/without in-service education training, teaching years, professional background, andclasses of school. 5. There was a significant difference in the frequency of using the overall coping strategy among special educators who serve administration at the same time. 6. There was a significant difference in the frequency of using the overall and moderate coping strategies between teachers from different teaching areas. 7. Serving administration at the same time could be predicted the frequency of using the overall, direct acting, and moderate method coping strategies among teachers significantly. 8. Gender differences could be predicted the frequency of using the overall, direct acting and moderate method of coping strategies teachers among significantly. 9. Gender differences and teaching classes could be predicted the effectiveness of using the overall, direct acting and moderate method of coping strategies among teachers significantly.