| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 99 === The purpose of this study is to investigate the job stress and coping strategies of the teachers in inclusion education classes of the elementary schools in Keelung County. At first, the documentary analysis method was used to elaborate on the meaning, theories and the related researches of the job stress and coping strategies of the inclusion education class teachers of the elementary schools in Keelung County. The research instrument was made by the researcher, “the job stress and coping strategies of the inclusion education class teachers of the elementary schools in Keelung County questionnaire”. The sample of the survey contained 279 teachers, 262 acceptable questionnaires were collected, the valid rate was 93.9%. The statistical procedures included percentile、mean、standard deviation、t-test and one-way ANOVA for the questionnaire survey.
The conclusions of this study were as follow:
1. The job stress to the the inclusion education class teachers is on the moderate degree, and the burden of job is on the highest .
2. The frequency of using coping strategies of the inclusion education class teachers tends to moderate degree, and the rational thinking is the most frequently used strategy.
3. Significant differences are found in the job stress of the inclusion education class teachers in Keelung County in gender, age, work years, the experience of inclusion education, taught grade and the number of students with disabilities that teacher have to counseling.
4. Significant differences are found in the using frequency of coping strategies of the inclusion education class teachers in Keelung County in gender, age, and the experience of inclusion education.
5. Positive correlation is found in job stress, self adjustment and procrastinated evading of the inclusion education class teachers of the elementary schools in Keelung County
6. The using frequency of the coping strategies of job stress, self adjustment and procrastinated evading in “high stress group” of the inclusion education class teachers of the elementary schools in Keelung County is higher than”low stress goup”.
Finally, based upon the conclusions of this study, concrete suggestions are offered for educational administration authorities, teacher training institutions, schools and the inclusion education class teachers of the elementary schools.
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