| Summary: | 碩士 === 中華大學 === 科技管理學系 === 107 === ABSTRACT
This study was conducted to examine the work pressure of coordinators in junior high school resource classes and their coping strategies, in addition to analyzing the effects of different background factors on the differences in their work pressure and coping strategies. Accordingly, the relationship between the work pressure and coping strategies of such coordinators was explored.
A questionnaire entitled the Junior High School Resource Class Coordinator Work Pressure and Coping Strategy Survey was distributed. The target respondents were resource class coordinators in all public junior high schools in Taiwan. The questionnaire was developed using Google Sheets, and the respondents were asked to fill in their answers online. A preliminary review of the collected questionnaires yielded 30 invalid samples and 302 valid samples, reaching a valid return rate of 90%. The collected data were analyzed using descriptive statistics, t-tests, one-way analysis of variance, and Pearson’s product-moment correlation.
The data analysis yielded following results:
1.Work load was the greatest source of work pressure among resource class coordinators in junior high schools.
2.Unmarried coordinators experienced higher work pressure than did married coordinators.
3.When coordinators without special education expertise served as the head of the special education division or were in charge of tasks related to special education, resource class coordinators experienced higher work pressure.
4.Resource class coordinators with different demographic characteristics adopted different coping strategies against work pressure.
5.In face of work pressure, resource class coordinators were effective in using various coping strategies to alleviate their stress.
According to the aforementioned results, discussion and suggestions were provided as a reference for relevant education authorities, resource class coordinators in junior high schools, and scholars interested in exploring related topics.
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