A study of the Job Stress and Coping Strategies of Disable-resource-room Teachers in Junior High School in Central Taiwan

• Main Author: 郭香玲
• Other Authors: 張昇鵬
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/66794093523724473487

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 95 === The purpose of the study is to look into (1) the status of the job stress on the junior high school teacher and their coping strategies, (2) the comparative discrepancies in the above-mentioned two aspects in background variable, and (3) the comparative discrepancies in the coping strategies of the disable-resource-room teachers on different kind of job stress, so as to offer the reference to the teachers to release or lower the job stress, and focus on the physical and mental health, therefore to promote the teaching efficiency, on promote the teaching efficiency. The study uses the questionnaire based on purpose-sample approach. The 129 subjects are selected from the disable-resource-room teachers of various junior high schools in Taichung County, Taichung City, Changhua County and Nantou County. According to the magnitude of the school and the area to choose the target schools, the male and the less than 4 years resource-room teachers are selected first priority. The tool of the study is the questionnaire on the job stress of the disable- resource-room teacher and their copying strategies, which is designed by the writer. SPSS, software of social science statistics, is applied to the gathered data to conduct arithmetic average, standard deviation t-test, and one-way ANOVA analysis, so as to testify the thesis. The design and its application in the study lead to the following significant finding: 1. The overall job stress on the disable-resource-room teachers is medium in strength. 2. The major source of the job stress is first Heavy workload, and then Education environmental trend, Administrative support, Professional development and Relationship with others. 3. The major source of the coping strategies are first rational thinking and then Solving problem, Self-adaptation, Requesting reinforcements, and Elusion. 4. As to the stress, in background variables, a discrepancy exists not in the teacher’s age, marriage, education and special education credits background, but in the teacher’s sex, teaching experience years, duty, the magnitude of the school, and the area of the school. 5. As to the coping strategies, in background variables, a discrepancy exists not in marriage, special education credits background teaching experience years, duty, the area of the school, but in teacher’s sex, age, education and the magnitude of the school. 6. No striking discrepancy exits in Heavy workload, Relationship with others and Administrative support under different degree stress, which the high stress group is the same to the low stress group. 7. As to the overall job stress, a striking discrepancy exits only in Requesting reinforcements, the low stress group uses it more often then the high stress group. 8. As to the Professional development, various findings are as following: the Overall coping strategies, Solving problem, Rational thinking and Requesting reinforcements, Rational thinking and Requesting reinforcements which are adapted more often in the low stress group, but less often in the high stress group. However, the elusion is just on the contrary. 9. As to the Education environmental trend various findings are: the striking discrepancies exit in Requesting reinforcements and Elusion; Requesting reinforcements is adapted more often in the low stress group, but less often in the high stress group. However, Elusion is on the contrary. With the findings and conclusion, the study offers the suggestions for the reference of the education authorities, teacher-training school in special education, junior high school, teachers and the other researchers. Keywords: job stress, coping strategies, junior high school, disable, resource room, teacher.