| Summary: | 碩士 === 國立政治大學 === 學校行政碩士在職專班 === 106 === Abstract
The purposes of the study are: (1) to explore the current situation of New Taipei City junior high homeroom teachers’ work stress, emotion management and teaching effectiveness; (2) to discuss the difference and relevance of homeroom teachers’ different background variants on work stress, emotional management and teaching effectiveness in New Taipei City; and (3) to probe into the teaching effectiveness prediction on homeroom teachers’ work stress and emotional management.
In this study, “The Questionnaire of New Taipei City Junior High Homeroom Teachers’ Work stress, Emotion Management and Teaching Effectiveness” is a tool to study 57 public junior high schools with 2455 homeroom teachers as the population study, which randomized selection of 700 subjects, and 646 are valid questionnaires. The information gathered was then compared by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, multiple regression analysis to form the research results.
The study conclusions are as follows:
I. The current situation of New Taipei City junior high homeroom teachers’ work stress, emotional management and teaching effectiveness
1. The homeroom teachers showed their perception of work stress at an average level, and the highest score is on “teacher load.”
2. The homeroom teachers showed their perception of emotional management at an average level, and the highest score is on “emotion awareness.”
3. The homeroom teachers showed their perception of teaching effectiveness at a level higher than the average , and the highest score is on “instructional assessment and feedback.”
II. The difference and relevance of homeroom teachers’ different background variants on work stress, emotion management and teaching effectiveness in New Taipei City
1. There were statistically significant differences in homeroom teachers’ different background variants on work stress found among the factors of gender, age, the highest educational degree, teaching seniority, school size, and school district.
2. There were statistically significant differences in homeroom teachers’ different background variants on emotion management found among the factors of age, the highest educational degree and teaching seniority.
3. There were statistically significant differences in homeroom teachers’ different background variants on teaching effectiveness found among the factors of age, the highest educational degree and teaching seniority.
III. The homeroom teachers’ work stress, emotion management and teaching effectiveness showed a positive correlation.
IV. The homeroom teachers’ work stress and emotion management go for the teaching effectiveness prediction, and the best is “emotion adjustment.”
Finally, based on the above conclusions, specific recommendations are made for educational administrations and school administrative units, state-level educators and follow-up researchers to conduct relevant research and reference.
Key words: Homeroom Teachers’ Work Stress,Emotion Management, Teaching Effectiveness
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