An Research on Junior High Schools Teachers’ Happiness: A Case Study of a Junior High School in New Taipei City.

• Main Authors: Chu Hui-Kuan, 朱惠冠
• Other Authors: Shin Chen-Kuo
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/6n44c5

碩士 === 中華大學 === 行政管理學系碩士班 === 103 === Abstract Taiwan government has promoted large-scale education reform currently. Besides education reform pressure, Teachers of the junior high school also face the pressure from student parents and schools. In this study, the happiness of junior high school teachers is divided into three dimensions, teachers’ personality traits, teachers’ job characteristics and school’s organizational relations. In terms of teachers’ work, the items include work achievement and work stress; teachers’ personality traits include Type A/B and resilience; school’s organizational relations concern interpersonal relationship and social support. This qualitative research conducts interviews with teachers of a Junior High School in New Taipei City Panchiao area. Nine teachers are interviewed, and based on the results, the findings are as follows: 1. The overall happiness of a Junior High School teacher in New Taipei City is over the medium level. 2. Among the three dimensions of happiness, personality traits rank the highest while teachers’ job characteristics rank the lowest. 3. The relationship between Teachers’ personality traits and well-being (1) Teachers with Type A/B personality feel happier than those with Type A or Type B. (2) Teachers’ resilience is determined by whether they have the ability to see failure as a form of helpful feedback. 4. The relationship between teachers’ job characteristics and happiness (1) Teachers’ work achievement is the outcome of happiness. (2) Students’ behavior lies at the root of teachers’ work stress. 5. The relationship between school’s organizational relations and happiness. (1) The trusting relationships between parents and teachers lead to respect and win-win situation. (2) Good peer relationship contributes to teachers’ growth and support. (3) Support from family members and others brings zeal and affirmation in teaching. 6. Correlation between the three dimensions (1) School’s organizational relations can effectively ease the work stress. (2)Type A/B personality traits and school’s organization have no significant relationship. According to the results, this study proposes suggestions for further case studies.