| URN | etd-0724123-215931 | Statistics | This thesis had been viewed 41 times. Download 1 times. |
| Author | Wen-chien Hsu | ||
| Author's Email Address | No Public. | ||
| Department | Institute of Industrial Management | ||
| Year | 2022 | Semester | 2 |
| Degree | Master | Type of Document | Master's Thesis |
| Language | zh-TW.Big5 Chinese | Page Count | 113 |
| Title | The Study of Work Pressure, Social Support, and Teaching Self-efficacy for the Teachers of Junior High Schools in New Taipei City | ||
| Keyword | |||
| Abstract | This study aims to explore the relationship among work stress, social support, and teaching self-efficacy of special education teachers with diverse backgrounds at the New Taipei City public junior high schools. As society tends towards having fewer children, teachers are increasingly being hired on a temporary basis to cope with these changes. Given the complexity and high degree of specialization of special education, these temporary teachers may not be able to provide substantial help to the students. Furthermore, they often feel a great deal of pressure and frustration. The increasing number of temporary special education teachers, and the issues related to their teaching quality, stress, and work difficulties, should not be overlooked. This study focuses on special education teachers in junior high schools in New Taipei City, exploring the relationship between work stress, social support, and teaching self-efficacy in relation to various background variables. The research was conducted using a Google Forms survey, with a total of 326 valid responses, a response rate of 100%. The collected data were analyzed using the Chinese version of SPSS statistical software, employing methods such as descriptive statistical analysis, reliability analysis, factor analysis, independent samples t-test, one-way ANOVA, Pearson correlation analysis, and regression analysis to conduct empirical analysis. The research results indicate: 1. There are some significant differences in work stress among junior high school special education teachers with different background variables. 2. There are some significant differences in social support among junior high school special education teachers with different background variables. 3. There are some significant differences in teaching self-efficacy among junior high school special education teachers with different background variables. 4. There is a partially significant negative correlation between work stress and social support. 5. There is a partially significant positive correlation between work stress and teaching self-efficacy. 6. There is a significant positive correlation between social support and teaching self-efficacy. |
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| Files | indicate access worldwide | ||
| Date of Defense | 2023-07-10 | Date of Submission | 2023-07-24 |