| Summary: | 碩士 === 中華大學 === 應用統計學系碩士在職專班 === 100 === This study is aimed at discussing the principal components analysis of junior high school teachers’ worries, conducted between September 2011 and February 2012. It has issued 200 copies of questionnaires, with 196 of them returned. The valid questionnaire copies are 191, making the response rate 98%. This study is divided into five chapters and adopts various measures of analysis as the study methods, including descriptive statistics, bar chart, pie graph, factor analysis, reliability and validity analysis, Pearson product-moment correlation coefficient, and agreement analysis. Five factors are concluded to cloud junior high school teachers by conducting factor analysis: the concern about health conditions, psychological adjustment, daily life, the change of working environment, and the development of students’ future.
The study results indicate that there is a significantly positive correlation existing among the five factors. The total reliability of junior high school teachers’ worries is 0.893. According to the agreement analysis, the worries of junior high school teachers are mainly concerning students. Firstly, they find current students difficult to teach. Secondly, they are worried about their own health conditions. Thirdly, they are afraid of students’ lacking of correct values since they are greatly affected by twisted contemporary social code of ethics. However, if compared to their worries about students, junior high school teachers seem to care less about themselves, suggesting that teachers tend to have a strong sense of responsibility and enthusiasm concerning their involvement of education. Besides, what worries teachers are the changing policies of educational reform, which have a significant impact on students’ future. As a teacher, it seems to be unavoidable to contribute both time and efforts to the work. Therefore, they bear more stress than ordinary people can imagine. This study is hoping to serve as a reference for relevant educational administrators in terms of establishing a teacher-friendly working environment so that teachers may devote themselves to teaching students and improving the quality of education.
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