| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 98 === The purpose of the study was to explore the role stress and adjustment strategies of special eduction teachers at municipal junior high schools in Taipei City. The main objectives of this study were:
1.To investigate the role stress and adjustment strategies for special education teachers at municipal junior high schools in Taipei City.
2.To analyze the difference of role stress among special education teachers with different background factors a municipal junior high school in Taipei City.
3.To analyze the difference in the adjustment strategies against role stress.
4.To explore the correlation between role stress and adjustment strategies.
This research involved collecting data from self-made questionnaires answered by 361 special teachers with an 85.71% return rate. The subjects were serving in self-sufficient special education classes and resource rooms for mentally retarded students, which are special education units enlisted in Special Education Transmit Net of Ministry of Education.
Data collected from self-made questionnaire were then statistically analyzed through ways of descriptive statistics, t-test, one-way ANOVA and Pearson’s product-moment correlation.
The main findings were as following:
1.The feeling of role stress of the subjects was on a medium level.
2.The factors affecting the feeling of the level of role stress, from high to low, were role overload, inability, role conflict and role ambiguity, respectively.
3.Significance was found in age, siniority in special education and professional background, but not found in gender, post and types of classes they were serving.
4.Among the adjustment strategies, rational thinking was the most frequently taken, followed by support seeking, provlem solving, self-adjustment, with procrastination the least frequently taken.
5.There were no significant correlations between role overload and each of the adjustment strategies, neither between role conflict, support seeking, self-adjustment and general adjustment strategies respectively. Significant positive or negative correlations were found between other factors affecting the feeling of role stress and adjustment strategies. This shows that the more frequent a teacher takes adjustment strategies, the lower role stress he or she would feel.
Finally, advice for special education teachers and the management in junior high schools, for the education authority and those interested in further study according to the result of this study.
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