| Summary: | 碩士 === 臺北市立大學 === 歷史與地理學系 === 106 === Abstract
This research aimed to learn about the personality traits, job stress, reaction to stress and teaching behaviors of teachers currently teaching in public elementary schools in Taipei city, and to uncover the difference and relevance between the different variables, as well as to find out if reaction to pressure is the mediator variable in the stress hypothesis model that influences teaching behaviors. The study sampled teachers currently teaching in public elementary schools in Taipei city, and collected data through self-designed questionnaires. The collected data were processed using the statistical package software, SPSS 21.0, for descriptive statistics, analysis of variance and path analysis. The results of which are as follows:
1.Teachers currently teaching in public elementary schools in Taipei city mostly displayed traits of strictness and kindness. Their major source of stress is that coming from workloads; reaction to stress usually happens in the psychological level. They also have a very high level of self-identification for their teaching behaviors in class.
2.Single teachers and those graduated from Normal Schools tend to possess personality traits that are more emotionally sensitive. Main Classroom Teachers and Academic Teachers, as well as those having graduated from University or have taught more than 49 classes in schools, experience a higher level of stress from negative leadership of seniors and supervisors.
3.Difference in teaching seniority, level of education and total number of classes taught in schools can result in significant differences in teachers’ reaction to stress on all levels. Young teachers in their 20s and new teachers with a teaching experience of less than 5 years can easily react to stress both psychologically and physically. Teachers graduated from Normal Schools tend to display psychological and behavioral reactions more easily than others. Teachers teaching 19-48 classes in middle-sized schools show significant behavioral reactions. Genders also play a significant role in the differences in teachers’ teaching behaviors in class. Female teachers perform better in preparation and planning for lessons.
4.Teachers with the more emotionally sensitive personality traits display more significant reactions to stress. Those with traits of kindness and openness display less significant reactions to stress. The more outgoing, strict, kind and open the personality traits the teacher possesses, the better he/she performs in teaching behaviors in class.
5.In overall, teachers’ job stress is significantly positively related to reactions to stress, and significantly negatively related to teaching behaviors in class. In other words, the more job stress a teacher experiences, the more significant his/her reaction to stress is, thereby the worse his/her teaching behaviors in class would be.
6.The personality traits and job stress of teachers can indirectly influences their teaching behaviors in class through reactions to stress. As a result, reaction to stress can act as the mediator variable between the different variables.
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