| Summary: | 碩士 === 中臺科技大學 === 文教事業經營研究所 === 103 === The purpose of this study was to realize the relationship between the achievement motivation and job stress of preschool itinerant teachers in Taiwan. The study was mainly conducted by questionnaire survey and supported by interviews with six itinerant teachers from different cities. The researcher gathered 308 valid responses, accounting for 88% of the questionnaires distributed.
All the data were analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression in SPSS Statistics. In addition, the researcher integrated the quality interview materials with the statistics analyses to reach the final conclusions. The major findings were as follows:
1. The achievement motivation of preschool itinerant teachers was above the intermediate level, with the best results shown in the aspect of “Exertion orientation” while the job stress was under the intermediate level, with the best results shown in the aspect of “Job characteristics”.
2. Significant differences in achievement motivation were found in teachers with different variables such as marital status, age, years of teaching experience, educational background, teaching areas, the number of itinerant students and teaching hours.
3. Significant differences in job stress were found in teachers with different variables such as age, educational background, teaching areas, and teaching hours.
4. There was a negative correlation between achievement motivation and job stress of preschool itinerant teachers.
5. Among all the aspects of achievement motivations, “challenge orientation” and “profession orientation” could predicted teachers’ job stress most effectively.
6. With regard to achievement motivation, most preschool itinerant teachers considered the job to be enjoyable, helpful and effort-worthy. Most of them were willing to devote themselves to the job as long as what they did were good for children. However, most job stress came from aspects such as “Large amounts of administrative work”, “Inadequate administrative support”,“ Lack of professional capability”, “Communication challenges”, “Insufficient professional capability and poor cooperation of the regular class teachers”, “ Outnumbered itinerant students and insufficient teaching hours”, “ Parents ' expectations gap and poor cooperation”, “ itinerant traffic problems”.
Finally, all the findings in this case study are provided as possible suggestions for educational administration and schools, preschool itinerant teachers, and further served as references for the future studies.
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