A Study on Emotional Management and Working Pressure Among Special Education Teachers of Elementary and Junior High Schools in Kaohsiung

• Main Authors: Shu-Fen Tseng, 曾淑芬
• Other Authors: 許龍池
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/75211009902739276392

碩士 === 樹德科技大學 === 經營管理研究所 === 104 === The current study aimed to examine the status quo and general scenario of emotional management and working pressure among special education teachers of elementary and junior high schools in Kaohsiung, and to investigate the differences in aforementioned aspects among different background variables. “Questionnaire of emotional management and working pressure among special education teachers of elementary and junior high schools in Kaohsiung” was adapted for data collection. Stratified random sampling was employed, with 313 copies issued and 290 valid data (92.65%) recycled. Analysis for the data collected included descriptive statistics, Independent-samples t-Test, One-way ANOVA, Scheffe''s Multiple Comparison, and Pearson Product-Moment Correlation Coefficient. The conclusions of the study were as follows: (1) Emotional management among special education teachers of elementary and junior high schools in Kaohsiung was at an upper-intermediate level (M=4.00); working pressure was at an intermediate level (M=3.04). (2) Significant differences in emotional management were not found among gender, age, marital status, position, grade level, and class; special education teachers of elementary and junior high schools in Kaohsiung with seriority more than 21 years and less than 10 showed significantly better emotional management than those with seriority between 11 to 20 years. (3) Significant differences in working pressure were not found among gender, age, marital status, special education seniority, position, and class; in terms of different grade levels that teachers teach, working pressure among junior high school teachers was significantly higher than that among elementary school teachers. (4) Significant correlation between emotional management and working pressure was not found among special education teachers of elementary and junior high schools in Kaohsiung; interpersonal pressure showed significantly low negative correlation with emotional management and each aspect. The current study offers suggestions for educational organizations, special education teachers, and future research: (1) reduce unnecessary assessment and visit; (2) implement human resouces allocation for teacher assistants; (3) conduct and encourage teachers to join emotional managemtn courses.