Research for the Strategies to Deal with Work-related Stress for Centralized Special Education Teachers in Elementary Schools in Taichung

• Main Authors: HUNG, I-YIN, 洪以茵
• Other Authors: HWANG, YUANHER ROBIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/qb24mt

碩士 === 明道大學 === 課程與教學研究所 === 107 === The current study aims at exploring how special education teachers of self-contained classes at Taichung elementary schools deal with and respond to stress, and this study also discusses the differences due to background variables. A survey was conducted using a questionnaire devised specifically for this study; one hundred twenty-six teachers of self-contained classes in Taichung elementary schools were surveyed. Data analyses include descriptive statistics, independent sample t-test, one-way ANOVA, and Pearson product-moment correlation. Our main conclusions are as follows: 1.The results show a medium-low level of overall work stress for special education teachers of self-contained classes at Taichung elementary schools. Four aspects of perceived work stress, from high to low, are work load, expertise, interpersonal relationship, and administrative support, respectively. 2.Special education teachers of self-contained classes at Taichung elementary schools show a medium-high level of frequency to deal with work stress. Four aspects for dealing with work stress, from high to low frequency, are problem solving, rational analysis, searching for support, and emotional adjustment, respectively. 3.Gender, age, marital status, seniority, and expertise are insignificant as far as perceived work stress is concerned. 4.As for ways to deal with work stress, gender and age show statistical significance while marital status, seniority, and expertise are insignificant. 5.There was no significant connection between teachers of different work stress level and how they deal with work stress. 6.Negative correlations were found between work stress level and aspects for dealing with work stress; all four aspects of perceived work stress are negatively correlated with rational analysis; in addition, work load, administrative support, and overall work stress show a negative correlation with how teachers deal with work stress.