| Summary: | 碩士 === 開南大學 === 人文社會學院公共管理碩士在職專班 === 103 === This study aims at investigating the work pressure and countermeasure strategies for full-time teachers at elementary schools. The purpose of this study is to understand the differences in work content and work pressure of current full-time teachers at elementary schools in Taoyuan City. It further explores the situation and the strategies taken by full-time teachers in dealing with work pressure. In this study, the qualitative research with semi-structured interviews is used. The subjects chosen are six full-time teachers at schools in Taoyuan City at the size of over 43 classes. The conclusions of this study are shown as follows:
1. Besides counselors' case counseling, small group counseling, counseling promotion in school wide as well as in class, the work content of full-time teachers at schools also includes counseling rooms and other administrative work. The differences among them are therefore made because of their variations of organizational management, distribution and human resources.
2. The work pressure of the full-time teachers results from five sources, i.e. work overload, lack of professional knowledge and ability, organizational environment predicament, gaps of role expectations, and interpersonal distress. "Workload" ranks the main source of work pressure, and "interpersonal distress," is the least significant.
3. The countermeasure strategies to pressure proposed by the full-time teachers are rational thinking, positive action to solve the problems, seeking peer support and professional assistance, self-adjustment to stabilize emotions, and suspension of the process to wait for opportunities, etc.
4. In personal background, age and seniority, gender, school size, education and school experiences have a direct influence on work pressure of full-time teachers. In personal background, age and seniority, marriage and parenting experiences, education and learning experiences, school size have a slight influence on countermeasure strategies of full-time teachers.
5. Full-time teachers often use "Solving Problems" strategy to reduce pressure; "Seeking Support" strategy is the urgent need to relieve work pressure; the application of "Emotion Adjustment" strategy is to keep one's emotion in stability; "Delaying Processing" strategy is less used.
Finally, based on the conclusions, relevant proposals have been offered as references for educational administration, school educational staff, full-time teachers and researchers of the future.
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