Study on the Level of Work Stress and Work Satisfaction for Elementary Special Education Teachers in Kaohsiung

• Main Authors: Li Guan-Chin, 李冠瑾
• Other Authors: Lin Sheng-Chuan
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/59246857015189692086

碩士 === 致遠管理學院 === 教育研究所 === 96 === This study aims to investigate the level of work stress and satisfaction for elementary school special education teachers in Kaohsiung. The purposes of this study include: 1. understanding the level of work stress for elementary school special education teachers in Kaohsiung; 2. understanding the level of work satisfaction for elementary school special education teachers in Kaohsiung; 3. analyzing the level of work stress for elementary school special education teachers under different background variables; 4. analyzing the level of work satisfaction for elementary school special education teachers under different background variables; 5. understanding the relevance between work stress and work satisfaction for elementary school special education teachers in Kaohsiung; 6. analyzing the forecast capability of work stress to work satisfaction for elementary school special education teachers; and 7. providing suggestions according to the results of this study to serve as a reference to educational administrative departments. The research method adopts a questionnaire to conduct relevant studies; the research tool applies the self-designed “Questionnaire for the emotions of special education teachers at work for Kaohsiung elementary schools.”; the subjects are the special education teachers of self-contained special education classes, distributed resource classes and circulating counseling classes for the mentally/physically disabled. A total of 311 questionnaires were distributed, 247 copies were returned, 12 were invalid questionnaires. A total of 235 valid questionnaires were returned with an effective rate of 95%. The conclusions of this study are: 1.The level of overall work stress for elementary school special education teachers is medium; 2.The level of overall work satisfaction for elementary school special education teachers is medium; 3.There are significant differences among work stress and marriage/types of class/administrative workload for elementary school special education teachers; 4.There are significant differences among work satisfaction and gender/marital status/region of school; 5.There is a significant negative correlation between the level of work stress and work satisfaction; 6.There is a significant canonical correlation between the level of work stress and work satisfaction; 7.The role pressure and level of workload can effectively forecast the level of work satisfaction; According to the above conclusions, the following suggestions are made: 1.For educational administrative organizations A.In special education evaluation: Clear evaluation items/indices/data collection methods shall be established to assist teachers in making evaluation files; B.Special education training: Lectures and workshops related to special education shall be organized for teachers to apply in class; and C.Special education bonuses: Advisor fee, special education bonus and pension plan should be improved to elevate the morale of teachers. 2.For school administrations: A.In administration: The administrative personnel should fully support the teaching and evaluation tasks of special education teachers; B.In instruction: The administrative personnel should fully support instruction by supplying sufficient teaching props and material to improve the quality of teaching; and C.In on-the-job training: Both training in and out of school should be emphasized. More opportunities and channels for training should be provided to improve teachers’ expertise. 3.For future research A.For subjects: The sample of the population should be expanded. Comparison between junior high school special education teachers or different types of teachers shall be made to understand different emotions of teachers at different educational stages; B.For variables: Personal traits such as teaching attitude and educational philosophy should be included; and C.For tools: Open-ended questions and interviews should be added for teachers to describe and express personal emotions.