| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 97 === The study aimed at exploring kindergarten teachers’ work stress and their stress management strategies. How teachers’ individual backgrounds affect and correlate with their work stress and stress management strategies were examined. On the basis of research results, suggestions were proposed for the authorities concerned and future studies.
Questionnaire survey method was adopted. A questionnaire on Kindergarten Teachers’ Work Stress and Stress Management Strategies was sent out to public and private kindergarten teachers in Chiayi City and Chiayi County, Taiwan. A total of 347 valid responses were received. Statistical methods used for data analysis included mean, standard deviation, t-test, one-way ANOVA and Pearson’s product-moment correlation. The research findings are as follows:
1. A middle-to-high level of overall work stress was reported by respondents.
2. A middle-to-high frequency of use of stress management strategies was reported by respondents.
3. A significant difference was found in work stress levels perceived by kindergarten teachers from different backgrounds.
（1）Kindergarten teachers under age of twenty-eight, and ages between twenty-nine and thirty-three feel more stressed about their “career development ”than teachers over ages of forty-three.
（2）Single teachers feel more stressed about their “career development”than married teachers with two or more children.
（3）Kindergarten teachers with experience less than four years, and teachers with experience between five and eleven years feel more stressed about their “career development” than kindergarten teachers of seniority over nineteen years.
（4）Kindergarten teachers graduated from department of children education under or of junior college feel more stressed about their career than teachers graduated from department of children education of teachers’ college with bachelor or master degree. Teachers receiving their bachelor degree of children education from colleges other than teachers’ college feel more stressed about their career than teachers receiving the same degree from teachers’ college.
（5）Kindergarten teachers who are in charge of classes comprised of the youngest children feel more stressful “career development” than those in charge of classes with children comprised of mixed ages.
4. A significant difference was found among the stress management strategies employed by teachers from different backgrounds.
（1）Teachers of public kindergarten adopt means of “cognitive appraisal” and “emotion control”more frequently than teachers of private schools; while private school teachers use “stall or escape”more often than public school teachers.
（2）Teachers who also have administration plural offices tend to use “cognitive appraisal”, “problem settling” and “overall stress management strategy”more frequently than teachers without administration plural offices.
5. A significant positive correlation was observed between ‘Overall Work Stress’ and ‘Overall Stress Management Strategies’.
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