A Study of The Relationships between The Students' Learning Attitudes and Teachers' Job Burnout in Elementary School in Hualien

• Main Authors: Hsiao-Chi Wang, 王曉祈
• Other Authors: Chih-Ming Chang
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/39775606780852113857

碩士 === 國立東華大學 === 教育行政與管理學系 === 101 === The purpose of this study is to examine the current status of students’ learning attitudes and teachers’ job burnout in elementary schools in Hualien County. I analyzed the differences in teachers’ perception of students’ learning attitudes and teachers’ job burnout and I studied the correlation between students’ learning attitudes and teachers’ job burnout. Furthermore, I predicted teachers’ job burnout through the analysis of students’ learning attitudes. The study was carried out among the teachers in 104 elementary schools in Hualien County. I developed a questionnaire to access the relationship between students’ learning attitudes and teachers’ job burnout. Based on the size of schools, I used stratified cluster random sampling, extracting 370 teachers from 33 different elementary schools. 355 copies of the questionnaire were collected. Excluding 12 invalid ones, a total of 343 valid copies were analyzed. The valid response rate was 92.70%. These responses were analyzed by SPSS 17.0, using mean and standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation and stepwise regression analysis. The findings were as follows: 1. Elementary school teachers on students’ learning attitudes had an average score. Among them, "Attitude on teachers" had the highest score and " Learning initiative " had the lowest. 2. Elementary school teachers’ job burnout had a moderately low score. Among them, "Emotional exhaustion" had the highest score and "Depersonalization" had the lowest. 3. Different gender, age, years of service of elementary school teachers made no significant difference on students' learning attitudes. But different record of formal schooling of teachers made a significant difference on students' learning attitudes. 4. Different gender, educational background, years of service of elementary school teachers made no significant difference on teachers’ job burnout. But different age of teachers made a significant difference on teachers’ job burnout. 5. Students' learning attitude and teachers’ job burnout had a significantly negative correlation. 6. Students' learning attitude could predict teachers’ job burnout. Finally, based on the above conclusions, some suggestions were proposed as a reference for the authority concerned, school administrations, teachers, and future researchers.