| Summary: | 碩士 === 國立彰化師範大學 === 工業教育學系 === 91 === The purposes of this study were to investigate junior high school Science and Technology education teachers’ job stress and coping strategies toward the implementation of Grades 1-9 Curricula, and to explore the relationship between job stress and coping strategies.
Interview and Survey research were conducted for this study. The main research tool was a questionnaire entitled “Junior high school science and technology education teachers’ job stress and coping strategies toward the implementation of the Grades 1-9 Curricula.” The subjects included 900 teachers randomly drawn from junior high schools around the island. A total of 563 valid questionnaires were collected, and made the return rate 62.55%. The data were processed through descriptive statistics, and methods such as t-test, one-way ANOVA, and Pearson product-moment correlation.
The conclusions were as follows:
1. Job stress of junior high school science and technology education teachers implementing the grades 1-9 curricula was rated moderate. “Task overload” was ranked the highest of the stress while “curricula design” the lowest.
2. Frequency of using stress coping strategies by teachers was above average. “Emotion adjustment” was the most frequently used strategy; while “Searching support” the least.
3. There were significant differences in terms of job stress levels regarding “age”, “duty”, “accumulated hours of on the job training (OJT)”, “trial implementation” and “school size.” Male teachers appeared to have more job stress in “teaching activities” than female teachers. Teachers who were advisors, or having accumulated more than 71 hours of OJT, or teaching at schools with 61 or more classes, showed higher “task overload” stress. Teachers working at schools that were not implementing new-curricula, or having accumulated more than 71 hours of OJT, revealed higher “time management” stress.
4. Stress coping strategies showed significant differences in terms of “age” and “trial implementation.” Teachers aged between 41 and 50 years old used “problem solving” stress coping strategies more frequently than those who were under 30 did. Teachers with 36 to 70 hours OJT utilized stress coping strategies more frequently than those who with 9 to 18 and 19 to 35 hours did. Teachers with 36 to 70 and more hours of OJT used “logical thinking” stress coping strategies more frequently than those with 9 to 18 hours did.
5. The “job stress” and “the frequency of using stress coping strategies” for teachers whether doing implementation of the Grades 1-9 Curricula, revealed significant difference.
6. There appeared negative correlation between “job stress” and “the frequency of using stress coping strategies” for teachers doing implementation of the Grades 1-9 curricula.
Based on the results and conclusions, several suggestions concerning educational administration organizations, junior high schools, science and technology teachers, and future researchers were proposed.
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