A Study of the Relationships between the Job Stress and Coping Strategies of teachers in special education school

• Main Authors: HUANG, YI-TING, 黃儀庭
• Other Authors: CHEN,TUNG-LIANG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/05265425862153271155

碩士 === 中華大學 === 科技管理學系 === 105 === This study aims to understand the teacher professional development evaluation of the special education school teachers. With work stress and related strategies, the analysis of different background variables on their work pressure, different strategies, we may explore to the special education school teachers work stress and related strategies. In this study, the questionnaire was used to study the teachers' professional Development Evaluation for special school education teachers. The total were 808 people, with 563 valid returns, effective questionnaires for 514 copies. The data were analyzed by statistical analysis, such statistics, t-test, monosyllabic variance and Pearson Product-Moment Correlation Coefficient. According to the data, the main of this study are as follows: 1.Teachers’ professional development evaluation for special education school teachers, “time management” they feel a lot of the pressures. 2.Being a Homeroom Teachers in the “time management” and “overall work pressure” are greater than full-time teachers with teacher-administrators. 3.The pressure of primary teachers and advanced teachers is bigger than mentor teachers. 4.51- year-old (inclusive) special education school teachers use “problem solving” strategy is better than 31-35 year- old special education teachers. 5.Homeroom mentors are in the “problem solving”, “rational analysis” level slightly higher than the full-time teachers with administrative duties. 6.Being a homeroom mentor, “time management”and “overall work pressure” is deeper than full-time teachers with administrative duties. 7.To participate in the professional development of teachers assessment of the seniority of 7 years (inclusive) above, in the “problem solving”, “rational analysis” and “self-adjustment” are slightly higher than 3 years (inclusive) with 4-6 years 8.Teachers in special education schools are under the pressure which is not related to the strategies. Finally, according to the results of the study, we offer specific recommendations for Educational Administration, Special Education school teachers, and further researchers who are interested in this issue.