| Summary: | 碩士 === 中國文化大學 === 生活應用科學研究所 === 97 === ABSTRACT
Recently, due to quick change of the economy and the society in Taiwan, people pay more attention to “quality of life”. Besides, teachers always work in the environment full of stress for a long time, and the “stress” is an important factor affecting “quality of life”. Therefore, the purpose of the study is to explore the effects of teacher work stress, family stress on quality of life, especially aims at junior high school teachers in Taipei city. This study expects to provide a reference for improving junior high school teachers’ quality of life.
This research used questionnaire survey method, and “purposing sampling”. Samples were collected from junior high school teachers in Taipei city. Total samples are 656 teachers, valid returned are 533. Tool of this research consists of four sections: “Background Survey”, “Teacher Work Stress Scale”, “Family Stress Scale”, and “Quality of Life Scale”. This research used statistical methods of frequency-distribution, percentage, mean, standard deviation, one-sample t test, independent-samples t test, one-way ANOVA, Scheffé method, Pearson’s product-moment correlation, and multiple regression. The findings of this study are as follows:
A. The current status of junior high school teachers’ personal and work background , teacher work stress, family stress, quality of life:
1. Over Seventy percent of junior high school teachers are female.
2. Almost twenty percent of junior high school teachers are between 31-35 years old.
3. About sixty-two percent of junior high school teachers are married.
4. Almost seventy-five percent of junior high school teachers are university or college degree.
5. Almost ninety-six percent of teachers teach at public junior high school.
6. About thirty-eight percent of junior high schools have 37-60 classes.
7. Among all the samples, junior high school teachers in language learning domain is the most, almost thirty-two percent.
8. Almost thirty percent of junior high school teachers’ teaching seniorities are less than 5 years.
9. Almost ninety percent of junior high school teachers are regular teachers.
10. About thirty-six percent of junior high school teachers are homeroom teachers.
11. Almost forty-six percent of junior school teachers teach 16-20 hours every week.
12. The entire work stress of junior high school teachers in Taipei city is slightly tended to medium-high level. The maximum teacher work stress is comes from students’ learning behavior.
13. The entire family stress of junior high school teachers in Taipei city is near low level. The maximum family stress is comes from familial relationship.
14. The entire quality of life of junior high school teachers in Taipei city is slightly tended to good or satisfied level. The item of the social relationship, achieve the best score in the category of quality of life.
B. The difference to junior high school teachers’ work stress in different personal and work background:
“Sex”, “age”, “level of education”, “scale of school”, “teaching domain”, “teaching seniority”, “type of teacher”, “function” and “teaching hour” are important factors affecting work stress of junior high school teachers in Taipei city. Female teachers experienced obviously higher entire work stress than male teachers. Young teachers experienced obviously higher entire work stress than elder teachers. Teachers with university or college degree experienced obviously higher course designing, career development stress than those with master or doctor degree.
Besides, teachers who teaching at school with more than 61 classes, experienced obviously higher work overload stress than less than 12 classes. Teachers who teach in language learning, social learning, science and technology learning, arts and humanities learning, integrative activity learning domains experienced obviously higher entire work stress than health and physical learning domain. Teachers with less teaching seniorities experienced obviously higher entire work stress than those with more teaching seniorities. Regular teachers experienced obviously higher entire work stress than part-time or substitute teachers. Homeroom teachers experienced obviously higher entire work stress than administrant teachers. Teachers with more teaching hours experienced obviously higher entire work stress than those with less teaching hours.
C. The difference to junior high school teachers’ family stress in different personal and work background:
“Age”, “marital status”, “teaching domain”, “teaching seniority”, “type of teacher” are important factors affecting family stress of junior high school teachers in Taipei city. Elder teachers experienced obviously higher entire family stress than young teachers. Married teachers experienced obviously higher entire family stress than unmarried teachers. Teachers who teach in science and technology learning domain experienced obviously higher entire family stress than those in language learning domain. Teachers with more teaching seniorities experienced obviously higher entire family stress than those with less teaching seniorities. Regular teachers experienced obviously higher entire family stress than substitute teachers.
D. The difference to junior high school teachers’ quality of life in different personal and work background:
“Sex”, “age”, “marital status”, “level of education”, “teaching domain”, “teaching seniority”, “function” and “teaching hour” are important factors affecting quality of life of junior high school teachers in Taipei city. Male teachers experienced obviously better physical domain of quality of life than female teachers. Eminent differences in entire quality of life exist among age. Married teachers experienced obviously better entire quality of life than unmarried teachers. Teachers with master or doctor degree experienced obviously better psychological domain of quality of life than those with college or university degree of teachers.
Besides, teachers who teach in health and physical learning domain experienced obviously better entire quality of life than those in language learning, mathematics learning, social learning, science and technology learning domains. Teachers with more teaching seniorities experienced obviously better entire quality of life than those with less teaching seniorities. Homeroom teachers experienced obviously better entire quality of life than administrant teachers. Teachers with less teaching hours experienced obviously better physical domain of quality of life than those with more teaching hours.
E. The relationship between teacher work stress and family stress, and the effects of teacher work stress, family stress on quality of life:
There is significant positive correlation between teacher work stress and family stress. Besides, there are significant negative effects of teacher work stress and family stress on quality of life.
F. The prediction of junior high school teacher’ work stress, family stress and quality of life:
1. “Familial relationship”, “domestic-labor load”, “age”, “married”, “public school”, “health and physical learning domain”, “regular teachers”, “teaching hours” can predict the entire “teacher work stress” of junior high school teachers in Taipei city effectively.
2. “Course designing”, “career development”, “students’ learning behavior”, “married”, “language learning domain”, “integrative activity learning domain” can predict the entire “family stress” of junior high school teachers in Taipei city effectively.
3. “Work overload”, “career development”, “familial relationship”, “domestic-labor load”, “married”, “health and physical learning domain”, “full-time teachers”, “homeroom teachers” can predict the entire “quality of life” of junior high school teachers in Taipei city effectively.
According to the findings and discussion, this research provides specific suggestions to the junior high school teachers, schools, families, government and future researchers. This study expects to provide references for those pay attention to teacher work stress and quality of life.
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