A study of self-efficacy, work stress and work involvement of junior high school teachers participating in drop-out guidance work involvement of junior high school teachersparticipating in drop-out guidance work

• Main Authors: CHIU SZU YING, 邱思穎
• Other Authors: LU SHE MEI
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/05520236702387884068

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系碩士在職專班 === 101 === The purposes of the study are to explore the differences of self-efficacy, work stress and work involvement of participating in drop-out guidance work among different background junior high school teachers and to analyze the correlations among these three variables and to predict the work involvement through teachers’ background variables, self-efficacy and work stress from junior high school teachers. The study adopted survey method and 326 teachers with experience of drop-out guidance work from 42 junior high schools in Taipei and Xinbai City. The instruments applied in this study with Self-efficacy Scale, Work stress Scale and Work involvement Scale for participating in drop-out guidance work . The obtained data were analyzed with descriptive statistics , t-test ,one-way ANOVA, MANOVA,Pearson product-moment correlation, Canonical Analysis and stepwise multiple regression.The result were as follws： 1. The teachers participating this study revealed that they with high self-efficacy and work involvement in drop-out guidance work, however with slightly high work stre 2. Teachers who participated in drop-out guidance work showed no significant difference in level of self-efficacy, work stress and work involvement regardless of age, year of work and school scale. 3. Teachers with different gender who participated in drop-out guidance work showed no difference in level of self-efficacy but showed difference in level of work stress and work involvement. 4. Teachers with different job titles who participated in drop-out guidance work showed some difference in level of self-efficacy, work stress and work involvement 5. Teachers with different experience of guidance and different graduation who participated in drop-out guidance work showed some difference in level of self-efficacy and work involvement but showed no difference in level of work stress. 6. Teachers who participated in drop-out guidance work showed significant correlation among self-efficacy, work stress and work involvement. 7. The background, self-efficacy and work stress of those junior high school teachers who participated in drop-out guidance work were important variables to predict the work involvement ,in which [self-efficacy], [mentor] [frustration] could effectively predict and explain 78.4% of the work involvement from the teachers. According to the results, discussion, conclusions and suggestions were provided to teachers, school administer etc. and for further researches.