| Summary: | 碩士 === 臺北市立大學 === 特殊教育學系 === 107 === The purpose of this research was to explore the working stress and coping strategies of resource room teachers in elementary schools in Taipei City, and to analyze the working stress and coping strategies of different background variables of resource room teachers.
This research used case study and chooses three resource room teachers in elementary schools in Taipei City to make an in-depth interview with the semi-structured method to explore the working stress and coping strategies of teachers in the workload, management students, role pressure, time use, interpersonal relationship and profession. The major findings of this study were as follows:
1.Working stress of resource room teachers:
(1)Workload: scheduling and preparation of teaching courses is not easyadministrative business load, student adaptation and problem solving is not easy.
(2)Management students: students to adapt to the environment for a long time, emotional and behavioral problems seriously, learning motivation is low.
(3)Role pressure: listening, assistance, crisis management, problem solving, parenting counseling, parent-teacher coordination, business processing and assistance.
(4)Time use: student problem handling time-consuming for a long time, all communication lead to time compression, additional business impact of working hours.
(5)Interpersonal relationship: special education team is not easy to reach a consensus, the adjustment of the ordinary class teachers is difficult to individual, administrative communication difficulties, parent-teacher communication difficulties.
(6)Profession: professional learning and research is not easy to find, high repetition of learning can not increase knowledge, the extra paper-based results of time-consuming.
2.Coping strategies of resource room teachers: problem-solving, self-adjustment, rational analysis, seeking assistance, delay to escape.
3.Teachers with different background factors and working stress are related.
4.Teachers with different background factors and coping strategies are related.
Finally, based on the research results, suggestions are made on the relevant units of education, resource room teachers and future research.
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