| Summary: | 碩士 === 大葉大學 === 人力資源暨公共關係學系 === 103 === This study aims to investigate and explore the status and the relation of the elementary school teachers’ work stress, teaching
effectiveness, perceived supervisor support and perceived peer support in Hsinchu County. With further research and analysis, the study showed the moderator effects of perceived supervisor support and perceived peer support on teachers’ work stress and teaching effectiveness. Using questionnaires, the study issued 305 questionnaires to the elementary school teachers in Hsinchu County (for the 103th academic year), and obtained 249 valid questionnaires from 278 questionnaires the study retrieved. The collected data were analyzed by descriptive statistic,Pearson product-moment correlation and hierarchical regression
analysis by the use of SPSS program (Windows 18.0). The conclusions are the following:
1. The level of work stress of teachers is averagely under the impact of declining birth rate.
2. The level of teaching effectiveness of teachers is above average under the impact of declining birth rate.
3. The level of perceived supervisor support of teachers is above average under the impact of declining birth rate.
4. The level of perceived peer support of teachers is above average under the impact of declining birth rate.
5. There is significant positive correlation between teachers’ work stress and teaching effectiveness under the impact of declining birth rate.
6. There is no such significant positive correlation between perceived supervisor support and teaching effectiveness under the impact of declining birth rate.
7. There is significant positive correlation between perceived peer support and teaching effectiveness under the impact of declining birth rate.
8. The perceived supervisor support does not have the moderating effect between the work stress and teaching effectiveness.
9. The perceived peer support has the moderating effect between the work stress and teaching effectiveness.
In summary, some suggestions are offered according to this research for education authorties, schools and the elementary school
teachers’ future research.
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