The Study of the Elementary School Teachers’ Job Stress Resulted from the Nine-Year Integrated Curriculum Reform

• Main Authors: Huo-chuan Chen, 陳火川
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/95325211513059464307

碩士 === 國立中正大學 === 教育研究所 === 93 === The purpose of the study was to understand the job pressure of the elementary school teachers who participated in the project of the experimental Nine-Year Integrated Curriculum. Four main goals of this study were as the following： 1. To explore the influence of the elementary teachers’ personal backgrounds on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform. 2. To explore the influence of the elementary teachers’ different school backgrounds on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform. 3. To explore the influence of the teachers’ involvement on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform. 4. To integrate the findings and give suggestions to the related institutes. Survey Study was used in this study. The subjects were the elementary teachers in Chaiyi county and Chaiyi city . The instrument was the questionnaire which was designed by the researcher and was titled “The Questionnaire of Elementary School Teachers’ Job Stress on the Nine-Year Integrated Curriculum”. The data obtained from the questionnaire were analyzed by T- test, One-Way ANOVA. Suggestions were made based on the results. The results were as the following. First, as for the influence of teachers’ different personal backgrounds on the teachers’ job stress resulted from the Nine-Year integrated Curriculum, there were six main findings: (1) There was no significant difference of teachers’ job stress among the teachers at different age groups. (2) There was no significant difference of teachers’ job stress among the teachers having different years of teaching experience. (3) There was no significant difference of teachers’ job stress among the teachers with different degrees. (4) There was no significant difference of teachers’ job stress among the teachers in different marriage status. (5) There were significant differences between the homeroom teachers and the subject teachers in the aspects of time management, curriculum design, and the job loads. The homeroom teachers’ job stress was higher than the subject teachers’. (6) There was significant difference between the administrators and the teachers in the aspect of parents’ involvement. The administrators’ job stress was higher than the teachers’. Second, as for the influence of the elementary teachers’ different school backgrounds on the teachers’ job stress, there were three main findings: (1) The teachers in the rural areas had significantly higher job stress than the teachers in the urban areas in the aspects of job loads and the parents’ involvement. (2) In the aspects of the teaching reform and the parents’ involvement, the teachers teaching in the schools with less than 12 classes had significantly higher job stress than the ones in the schools with more than 37 classes. The teachers teaching in the schools with 13 ~ 36 classes had significantly higher job stress than the teachers in the schools with more than 37 classes. (3) There was no significant difference of job stress among the teachers in different class sizes. Third, as for the influence of the teachers’ involvement on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform, there were three main findings: (1) There were significant differences of job stress in the aspect of curriculum design among the teachers having different times of joining the training programs of Nine-Year Integrated Curriculum. (2) There were significant differences of job stress among the teachers having different curriculum designs. (3) There were significant differences of job stress in the aspects of time management, curriculum design, teaching reform, interpersonal relationship and the parents’ involvement, among the teachers with different parent-teacher interaction. The teachers with less parent-teacher interaction had significantly higher job stress than those who had parent-teacher interaction as usual or those who had more parent-teacher interaction than before. Based on the results, suggestions were offered to the educational administrators, elementary school teachers and the other researchers to help the implementation of the Nine-year Integration Curriculum, to reduce the teachers’ job stress, and to improve the teaching efficiency and the teachers’ health. Key Words：elementary school teacher, Nine-Year Integrated Curriculum reform , teachers’ job stress