A Study on Working Pressure, Personality, and Self-efficacy among Elementary School Teachersin New Taipei City

• Main Authors: Yu-Mei Tseng, 曾庾梅
• Other Authors: Tsung-Yuan Tseng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/sxkyg4

碩士 === 華梵大學 === 資訊管理學系碩士班 === 103 === Taiwan government has promoted large-scale education reform currently. Besides education reform pressure, primary teachers also face the pressure from student parents and schools. Double pressures are gradually increasing. If the working pressure can not be relieved or resolved timely, primary teachers may have a negative impact in self-efficacy. Faceing the same working pressure, teachers with different personality traits might not have the same impact resistance. Based on grasping the correlation between working pressure, personality traits, and self-efficacy for primary teachers and thus improving their work effectiveness, this study conducts a correlation research among work pressure, personality traits, and self-efficacy for primary teachers with questionnaire and statistical analysis. The results are showed as following. (1) In personality traits level, most teachers agree "I am responsible for the work ". (2) In work pressure level, most teachers agree "parents often interfere with my teaching and counseling measures". It is the largest source of job stress. (3) In self-efficacy level, most teachers agree "I have confidence in guiding deviant behavior for students from complex family environment ". (4) In five sub-levels of personality traits: "goodness", “neurotic", "extraversion", "open", and "rigorous self-discipline", acceptance level for female teachers is highter than male teachers. Teachers in different age, education level, or marital status show the same cognitive. (5) In five sub-levels of work stress: "administrative organization and management", "work load and conditions", "student behavior and teaching performance", "interpersonal relations", "personal internal needs to adapt and change", acceptance level for female teachers is highter than male teachers. Teachers in different age, education level, or marital status show the same cognitive. (6) In two sub-levers of self-efficacy: "teaching effectiveness", "personal effectiveness", teachers in different gender, age, education level, or marital status show the same cognitive. (7) The influence of personality traits on work stress: The higher nervousness, extraversion, open, or strict self-discipline, the higher work stress become. (8) The influence of personality traits on self-efficacy: The higher goodness, extraversion or strict self-discipline, the higher self-efficacy become. On the contrary, The higher nervousness, or open, the lower self-efficacy become. (9) The influence of work pressure on self-efficacy: The higher administrative organization and management, individual internal needs, or adapt to change, the higher the self-efficacy become. On the contrary, the higher nervousness, or openness, the lower self-efficacy become.