A Study on the Job Stress of the elementary schools’ inclusionary classes teachers in Taoyuan County

• Main Authors: LIAO PEI LUN, 廖珮倫
• Other Authors: WEI CHUN HUA
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/j4dbps

碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 96 === The purposes of this study were to discuss the job stress of the elementary schools’ inclusionary classes teachers in Taoyuan County, with the individual variables and environment variables taken into consideration to analyze the difference when they cope with stress. The study used the questionnaire based on the random-sample approach. The 243 subjects were selected from the elementary schools’ inclusionary classes teachers in Taoyuan County in year 2006, according to the magnitude of each teacher’s own school. The tool of the study was “Job Stress of the Inclusive Education Class Teachers in Elementary School Questionnaire”. SPSS10.0, a software of social science statistics, is applied to the gathered data to conduct t-test, one-way ANOVA, and Multiple Stepwise Regression, so as to testify the thesis. The major findings were as follows: 1.The over-all job stress on the elementary schools’ inclusionary classes teachers in Taoyuan County was medium in strength. 2. The degree of stress ranks from high to low : Teaching irritation, the Using of time, the Problem of students, Professional knowledge, Heavy workload, Social support, the Stress of teaching role. 3. As to the coping to the stress, in background variables, a discrepancy existed not in sex, teachers’ education and professional background, but in age, year of teaching experience, teaching experiences in inclusive education class, the cause of being inclusive education class teacher, the magnitude of his/her own school, the structure of his/her own class. 4. Age, professional background, teaching experiences in inclusive education class, the magnitude of his/her own school and the structure of his/her own class predicted the perception of the over-all job stress significantly. Finally, based on the aforementioned findings and conclusions, this study provided some concrete suggestions for the education authority, the school administration, the teachers and the further research in this field.