A Study of Relationship between Teachers' Job Stress and Social Support in the Merged Elementary Schools

• Main Authors: TSAI ,MING -YING, 蔡明穎
• Other Authors: 余坤煌
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/59050745506952437877

碩士 === 國立嘉義大學 === 教育學系研究所 === 96 === A Study of Relationship between Teachers' Job Stress and Social Support in the Merged Elementary Schools TSAI MING YING Graduate Institute of Elementary and Secondary Education National Chiayi University Abstract The main purpose of this research was to understand the current situation of teachers' job stress and perceived social support and the relationship between the two variables in the merged elementary schools. This study adopted survey method and the stratified random sampling was used to collect the data from northern, middle, and southern part of Taiwan. Three hundreds and ninety-four questionnaires were returned. The data obtained was analyzed through descriptive statistics (including mean and standard deviation), one-way ANOVA, Pearson's product-moment correlation, and multiple regression analysis. According to the results of this study, conclusions are listed as followings: 1. Current situation （1）Total teachers' job stress and perceived social support were medium even the school they served was merged to another school. （2）Among the teachers' job stress, the stress from policy was the highest one and the stress from teaching was the lowest one. （3）Family support was the highest teachers’ perceived social support and teachers' association was the lowest one. 2. Differences in teachers' job stress （1）The male teachers' perceived job stress from the policy was higher than female teachers'. The mentor teachers perceived higher job stress from the personal development than administrative teachers. （2）The teachers serving 6-10 years and having a master degree had higher job stress than the others. （3）Teachers who worked over 21 years in the school had higher job stress from administration than the others who worked 6-10 years. 3. Differences in teachers' social support （1）The teachers who are elder and serving longer at school had higher social support than the others. （2）The teachers who filled the marriage situation as “other” perceived most social support. Teachers who had higher degree on education perceived more social support from government policy. （3）The administrative chief teachers perceived more social support from government policy and the other administrative staff. 4. Social support was a significant predictor for job stress at the merged elementary schools. Finally, the suggestions were detailed in the end of this paper. Keywords：school mergence , job stress, social support