Relationship between Teacher Job Stress, Teacher Efficacy and Effective Teaching Behavior for Food and Beverage Management Teachers in Vocational High school

• Main Authors: Ting-ju Lin, 林亭如
• Other Authors: Shu-Hsin Ko
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/93147161627325695011

碩士 === 中國文化大學 === 生活應用科學研究所 === 93 === Food and beverage management recently experience huge demand on market, and thus the number of students majoring in this field is gradually increasing. Food and beverage management teachers play crucial roles in the education, and thus the great expectation for quality teaching bring them high degree of job stress. Besides, to improve the quality of food and beverage education, it is important to enhance the teacher efficacy and effective teaching behavior. Therefore, the purpose of this study investigates teachers’ job stress and teacher efficacy so as to understand their impact to effective teaching behavior. This analysis is based on the questionnaires of full-time and part-time teachers of food and beverage department in vocational high school in Taiwan. A total number of 567 teachers from 73 public/private vocational high schools have been introduced into this general survey. The questionnaire comprises four sections, including: “personal background survey”, “job stress scale”, “teacher efficacy scale”, and “effective teaching behavior scale”. Survey results are analyzed statistically with frequency distribution, percentage, averaged number, standard deviation, single t-test, independent t-test, one-way ANOVA, Pearson’s product-moment correlation, multiple stepwise regression, and etc. This research is concluded as follows: 1.Over eighty-five percent teachers are females in food and beverage management department in vocational high school. 2.About thirty-five percent of food and beverage management teachers in vocational high school are young teachers, whoa are aged between 26-30 years old. 3.About fifty-five percent of food and beverage management teachers in vocational high school are single. 4.About forty percent of food and beverage management teachers in vocational high school are general college graduates. 5.Nearly fifty-five percent of food and beverage management teachers in vocational high school also function as class directors. 6.About seventy-five percent of food and beverage management teachers in vocational high school are qualified teachers. 7.About half of the food and beverage management teachers in vocational high school are entry-level teachers with less than 5 years teaching experience. 8.Eight-five percent of the departments of food and beverage management belong to private vocational high schools. 9.The student-related issues take the major part of job stress to those teachers to tend to medium stress. 10.The teacher efficacy of food and beverage management teachers in vocational high school is in “good” level, and performance efficacy hold better teacher efficacy. 11.The effective teaching behavior of food and beverage management teachers in vocational high school is in “good” level. 12.Female teachers experience obviously higher overall job stress than male teachers; young teachers experience obviously higher overall job stress than elder teachers; single teachers experience obviously higher overall job stress than married teachers; the impact of student-related stress depend on the job as full-time teacher or class director; school-related and external-related job stress differs between teacher qualification; entry-level teachers experience remarkable higher overall job stress than experienced teachers; private school teacher experience remarkable higher job stress than public school teachers. 13.Eminent difference in performance efficacy exist among ages; eminent difference in performance efficacy exist among marital status; full-time teacher (not involved in any administration job) demonstrate remarkably better overall teacher efficacy than teachers with class director responsibility; experienced teachers demonstrate remarkably better teacher efficacy than entry-level teachers; public school teachers demonstrate remarkably better teacher efficacy than private school teachers. 14.Elder teachers demonstrate remarkably better overall effective teaching behavior than younger teachers; married teachers demonstrate remarkably better overall effective teaching behavior than single teachers; experienced teachers demonstrate remarkably better overall effective teaching behavior than entry-level teachers; public school teachers demonstrate remarkably better overall effective teaching behavior than private school teachers 15.Eminent differences of teacher’s effective teaching behavior exist due to discrepancy in overall job stress and teacher efficacy. 16.Low negative relationship exists between job stress and teacher efficiency. Higher job stress correlates with lower teacher efficiency. 17.Lower negative relationship exists between job stress and effective teaching behavior. Higher job stress correlates with lower effective teaching behavior. 18.Noticeable high positive relationship exists between teacher efficiency and effective teaching behavior. Higher teacher efficiency correlates with higher effective teaching behavior. 19.“Performance efficacy”, “role positioning”, “school factor”, and “external factor” can most effectively predict teachers’ effective teaching behavior. Our study suggest that teachers are encouraged to cultivate leisure habits in order to relieve their job stress; besides, they should actively participate in food and beverage training courses to broaden their knowledge and vision so as to have better teaching performance. To advance teacher’s efficacy, schools should decrease their load from non-teaching related issues, initiate stress management courses, and take adequate encouraging measures for teachers. For government organization in education, more emphasis should be put on fostering qualified teachers, improving teaching environment, and providing growth group activities in order to better teacher’s performance in effective teaching behavior.