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A comparison of the occupational str...

Li, Yung-Chang.

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A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings./
作者:	Li, Yung-Chang.
面頁冊數:	113 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-01, Section: A, page: 1320.
Contained By:	Dissertation Abstracts International58-01A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9720539
ISBN:	9780591291384

A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings.
Li, Yung-Chang.

A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings. - 113 p.

Source: Dissertation Abstracts International, Volume: 58-01, Section: A, page: 1320.

Thesis (Ph.D.)--University of Missouri - Columbia, 1996.

The purposes of the study were to modify the Pullis Inventory of Teacher Stress (PITS) for use in Taiwan and to investigate and compare the sources, effects, and coping strategies of occupational stress among the special school, special self-contained classroom, and regular classroom teachers in Taiwan.

ISBN: 9780591291384Subjects--Topical Terms:

516693
Special education.

A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings.
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100 1 $a Li, Yung-Chang. $3 3187405
245 1 2 $a A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings.
300 $a 113 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-01, Section: A, page: 1320.
500 $a Supervisor: Michael Pullis.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 1996.
520 $a The purposes of the study were to modify the Pullis Inventory of Teacher Stress (PITS) for use in Taiwan and to investigate and compare the sources, effects, and coping strategies of occupational stress among the special school, special self-contained classroom, and regular classroom teachers in Taiwan.
520 $a Procedures. Three groups of 10 special education teachers who were randomly selected from each population in Taiwan participated in the pilot study, whereas 60 special education teachers of the special school, 50 of the special self-contained classroom, and 40 of the regular classroom in formal study.
520 $a Pilot Results. The range of reliabilities was from.7432 to.9531 for the whole inventory and its subscales. The validity was.7895 for the first and second parts of the inventory. Factor analysis yielded four factors--school factor, pupil characteristics, workload issues, and career issues.
520 $a Formal Results. First, the formal study showed that there were significant differences regarding the sources and the effects of occupational stress among special education teachers of the special school, special self-contained class, and regular classroom.
520 $a Next, there was no significant difference among the coping strategies used by special education teachers of the special school, special self-contained class, and regular classroom.
520 $a Third, there was no overall relationship between the levels of the occupational stress and the time desired to stay in the profession by special education teachers, but the relationship was significant occurred in the special self-contained class teachers. The greater the level of occupational stress, the shorter the time they desired staying in their profession.
520 $a Finally, the sources, effects, and coping strategies of the occupational stress could discriminate significantly among special education teachers of the special school, special self-contained class, and regular classroom.
520 $a Recommendations. Further research studies with a larger sample or random sampling are recommended. Second, future studies might investigate more useful coping strategies provided by the school in addition to the personal strategies that were listed on the inventory. A qualitative approach, for example, interview, besides open-ended questions might be helpful for collecting such information. Third, due to the weak classification result in the current research study, a discriminant analysis with equal group sizes and dependent variables other than source, effect, and coping strategy, for example, gender, age, or teaching equipment and materials, is recommended if further research studies hope to focus on this area. Finally, a longitudinal study would enable an in-depth examination of occupational stress. It might be helpful for understanding how special education teachers deal with their occupational stress across their career.
590 $a School code: 0133.
650 4 $a Special education. $3 516693
650 4 $a Occupational psychology. $3 2122852
650 4 $a Educational administration. $3 2122799
690 $a 0529
690 $a 0624
690 $a 0514
710 2 $a University of Missouri - Columbia. $3 1017522
773 0 $t Dissertation Abstracts International $g 58-01A.
790 $a 0133
791 $a Ph.D.
792 $a 1996
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9720539