A Study on Junior High School Teachers' Job Stress and Strategies for Coping with the 12-year Compulsory Education Policy

• Main Authors: WNAG,CHING-PEI, 王瀞珮
• Other Authors: CHEN,CHIU-HUNG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/11591674871152989929

碩士 === 高苑科技大學 === 資訊科技應用研究所 === 104 === Abstract The 12-year compulsory educational policy is an important reform for the educational system in Taiwan. We expect that the policy can improve the quality of our educational system. According to the foreign reformative experiences, junior high school teachers, who are on the first line, are the key to a successful and effective outcome. Hence, this study aims to understand these teachers’ job stress and strategies when they cope with the 12-year compulsory educational policy. The subjects are public junior high school teachers from Kaohsiung City and Tainan City. The data of the research is analyzed with the methods, such as descriptive statistics, t-test, one-factor analysis of variance, Pearson correlation. The preliminary results are as follows: 1.Teacher’s job stress is at the mid to upper level, and “ workload” stressed them most. 2.The frequency of using strategies to deal with teacher’s job stress is at the mid to upper level, and the strategies applied most are “problem solving” and “rational thinking.” 3.The level of stress varies in accordance with background differences, such as teacher’s age, years of teaching, teacher’s position, school size, and school site. 4.The level of applying strategies varies in accordance with background differences, such as teacher’s age, years of teaching, teacher’s position, school size, and school site. 5.The relevance between teacher's job stress and applied strategies is significant. Finally, based on the conclusion of the study, several suggestions would be respectively presented for education administration authorities, junior high school teachers, and future researchers. Keywords: 12-year Compulsory Educational Policy,Junior High School Teachers,Job Stress,Applied Strategies