| Summary: | 博士 === 國立臺灣師範大學 === 教育學系 === 103 === The main purposes of this study were to investigate the relationship of teacher job stress and well-being and to explore if teacher self-efficacy, positive thinking, and social support could have a significant impact on the relationship. In addition, the study discussed the effects of teacher demographic variables (gender, age, working years, positions, and college) on job stress, self-efficacy, positive thinking, social support, and well-being.
The sample consisted of 200 teacher subjects from a private vocational and technological university in northern Taiwan. The required data were collected with five sets of questionnaires, namely Teacher Job Stress, Teacher Self-efficacy, Teacher Positive Thinking, Teacher Social Support, and Teacher Well-Being. In addition, the teachers’ demographic data were also gathered with the five sets of questionnaires.
For analyzing data, the study conducted statistical analyses including one-way MANOVA, Pearson product-moment correlation, stepwise multiple regression and simultaneous multiple regression. The study utilized Cronbach’s α coefficients , exploratory factor analysis and confirmatory factory analysis to examine the reliability and validity of the questionnaires.
The main findings were listed as follows:
1.The average level of job stress and social support for teachers at a private vocational and technological universities was around the standard value 3, based on the Likert five points scale; while self-efficacy, positive thinking, and well-being at that higher than the value 3.50.
2.The teacher job stress, self-efficacy, positive thinking, social support, and well-being were somewhat associated with their gender, age, years of working experience, job ranking, and the college they were with, respectively.
3.The relationship was proved to be significantly correlated as stated in the following:
(1)Negative relations existed between teacher job stress and passion for work, job satisfaction, and overall well-being, respectively.
(2)Positive relations existed between teacher self-efficacy and passion for work, job satisfaction, and overall well-being, respectively.
(3)Positive relations existed between teacher positive thinking and passion for work, job satisfaction, and overall well-being, respectively.
(4)Positive relations existed between teacher social support and passion for work, job satisfaction, and overall well-being, respectively.
4.The predictability was examined and proved to be significant in existence when using the eight constructs of teacher job stress to forecast passion for work, job satisfaction, and overall well-being, respectively.
5.The extent of predictability was also examined and proved to be more powerful when using the eight constructs of teacher job stress, together with the two constructs of teacher self-efficacy, the two constructs of teacher positive thinking, and the four constructs of teacher social support, to forecast passion for work, job satisfaction, and overall well-being, respectively.
6.The extent of predictability was equally powerful when using the positive thinking constructs (peace of mind, and gratitude &; appreciation), social support constructs (informational support and instrumental support), self-efficacy construct (goal oriented belief), and job stress construct (role expectation), all together to forecast passion for work, job satisfaction, and overall well-being, respectively.
Keywords: teacher job stress, self-efficacy, positive thinking, teacher social support, teacher well-being
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