A Study of Job Stress and Job Burnout of the Elementary School Teachers Who Participated in the Teacher Professional Development Evaluation in Pingtung County

• Main Authors: YU, YI-WEN, 尤逸雯
• Other Authors: KUO, MING-TANG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/34566862996680721337

碩士 === 國立屏東大學 === 教育學系碩士班 === 105 === The purpose of this study is to explore the current situation of job stress and job burnout of the elementary school teachers who participated in the teacher professional development evaluation in Pingtung County. It also aims to analyze the differences of job stress and job burnout among variable background of Pingtung County elementary school teachers who participated in teacher professional development evaluation, as well as predict their job burnout through the analysis of job stress.The study data was collected through stratified random sampling questionnaire survey, and the samples in the study included elementary school teachers in Pingtung County who participated in the teacher professional development evaluation in the 104th school year. The data was analyzed through the method of descriptive and inferential statistics, including mean, standard deviation, independent-samples t-Test, paired-samples t-Test, one-way ANOVA, Pearson cross-product correlational, and stepwise multiple regression. The findings of this study are as follows: 1.The level of job stress with elementary school teachers in Pingtung County who participated in the teacher professional development evaluation is “moderate”. 2.The level of job burnout with elementary school teachers in Pingtung County who participated in the teacher professional development evaluation is “moderate to low”. 3.In terms of job stress, elementary school teachers who participated in the teacher professional development evaluation indicate “interpersonal relationship” as the most significant one. 4.In terms of job burnout, elementary school teachers who participated in the teacher professional development evaluation indicate “lack of personal accomplishment” as the most significant one. 5.Female teachers in age 31 to 40, 11 to 15 years in-services, more than 6 years in participated in the teacher professional development evaluation, directors, and being in less than 12 classes’ school feel more job stress in participated in the teacher professional development evaluation. 6.Female teachers in age 41 to 50, less than 5 years in-services, less than 2 years in participated in the teacher professional development evaluation, classroom teacher, being in more than 25 classes’ school feel more job burnout in participated in the teacher professional development evaluation. 7.Elementary school teachers’ job stress and job burnout have negative and significant correlation. 8.It is obvious that job burnout can be predicted through job stress. Based on the results of this research, I propose some suggestions for authorities of educational administration, schools and research in the future.