The long-term investigation study of the job satisfation and The job stress of special education teachers in Kaohsiung city

• Main Authors: Lin Shu Ching, 林素卿
• Other Authors: 林坤燦
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/07019822550801282782

碩士 === 國立花蓮師範學院 === 特殊教育教學碩士班 === 93 === The long-term investigation study of the job satisfaction and the job stress of special education teachers In Kaohsiung city ABSTRACT The study is for the understanding the current variation of the job satisfaction and stress of the special education teachers in Kaohsiung City，by researching the different conditions twice in decade, and interviewing those who have teaching experiences over ten years. The researcher used a sampling survey with the questionnaires of “the job satisfaction of special education teachers” and “the job stress of special education teachers”, in which 239 were retrieved, and the rate was 94.09%. Besides, after interviewing 18 teachers who have over 10-year teaching special education experience, the research resulted: A. The current variation of the Job satisfaction and stress of the special education teachers in Kaohsiung City. 1. The result fell between “satisfied” and “acceptable.” 2. The highest level was in “teaching,” and the lowest level was in “supervision of administration.” 3. There were remarkable differences in genders, educational background, teaching intention, and teaching classification. Furthermore, teachers in different ages also had remarkable differences in “supervision of administration”, “reward”, and “role.” 4. For those who had different special education teaching seniority, professional qualification , and teaching motivation, there was no remarkable difference. 5. The result fell between “light” and “sort of.” 6. The highest level was on “student behavior” and the lowest level was in “school atmosphere.” 7. There were remarkable differences in those who had different seniority and teaching intention. 8. There was no remarkable difference in genders, professional qualification, and teaching motivation. 9. There was remarkable negative relevance between them. 10.The highest relevant coefficient was in the levels of “supervisionof administration” in the Job satisfaction and of “school atmosphere” in the Job stress. B. The variation of the Job satisfaction and the Job stress in two investigations in decade. 1. In the second investigation, the satisfaction had been promoted remarkably, and it also had been raised in the levels of teaching, school environment, and work variety. 2. There was no remarkable difference in the Job stress, however, there were remarka- ble differences in “time stress”, and “social environment.” C. The conclusion of interviewing 18 special education teachers who had over 10-year teaching experience. 1.9 teachers considered that their satisfaction had lowered. The main factor was the effect of “supervision of administration.” The reason why the Job satisfaction had been promoted was because of “school’s environment.” 2. The level of “supervision of administration” caused the raising of the Job satisfacti- on , but it also caused the decreasing of the Job satisfaction. That was because that teaching was bothered by too many special education evaluations and dministration work. 3. 17 teachers thought the Job stress had changed, and 16 teachers supposed the Job stress had become heavier. 4. The “student behaviors” was the main factor to enlarge the Job stress. The next ones were the “social environment” and the “time stress.” The reasons were: the disability of students’ became more serious, individual differences were too much, and the size of the class affected the teaching quality. 5.16 teachers had had the thought to leave the job. For the most part of the reasons were the student behaviors and their performance. The next ones were too much work and the teaching stress. 6. The main cause of being a special education teacher continually was the adorable students and the feedback from them. The second ones were that the teachers cooperated cheerfully with colleagues, they worked with one heart, and parents gave them their support.