Job Stresses and Coping Strategies for Special Education Teachers in Elementary and Junior High Schools

• Main Authors: Wu,Xinlian, 吳信良
• Other Authors: Wang,Jungtsai
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/34889791528458111045

碩士 === 台灣首府大學 === 教育研究所 === 100 === The main purpose of this study was to investigate the relationship between job stresses and coping strategies for special education teachers. The subjects were 120 special education teachers in elementary and junior high schools drawn from Tainan City. The “Teacher Job Stresses Questionnaire” (TJSQ) and the “ Teacher Coping Strategies Inventory”(TCSI) were administered. The main findings were as follows: 1.Special education teachers had a below average level of job stresses. Among the factors in TJSQ , “work loading” was ranked highest in the strength of stresses , and then, ”professional knowle and skills”, “student management”, and “social supporting” ranked lower orderly. 2.There were no significant differences in TJSQ scores between special education teachers and regular classroom teachers. 3.Female special education teachers had higher TJSQ scores than male. There were no significant differences in TJSQ scores between or among special education teachers of different ages, marital status, job position, and educational background. 4.Facing their job stresses, special education teachers tended to apply positive coping strategies, including “problem solving”, ”shifting and relaxing”, “support finding”, and “emotional adjustment”, and didn’t tend to apply negative coping strategies, including “shelving and withdrawing”. 5.There were no significant differences in TCSI scores between special education teachers and regular classroom teachers. 6.Special education teachers of age of 31 to 40 had higher TCSI scores than teachers with age above 41; Married special education teachers had higher TCSI scores than the unmarried. There were no significant differences in TCSI scores between or among special education teachers of different gender, job position, and educational background. 7.There was a significant correlation between job stresses and coping strategies in special education teachers. The five coping strategies factors accounted for 17.06% of total variance in the four job stresses factors.