Coping Strategies of Primary School Teachers in Taiwan Experiencing Stress Because of Teacher Surplus

2011 ◽  
Vol 39 (9) ◽  
pp. 1161-1173 ◽  
Author(s):  
Chih-Lun Hung
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Quantitative Research ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quantitative Research Methods ◽  
Related Stress ◽  
Central Taiwan ◽  
And Coping

The purpose in this study was to explore the association between primary school teachers' stress and their coping strategies in response to the teacher surplus in Central Taiwan. Quantitative research methods were employed, and data were collected from 436 Central Taiwanese teachers. Results were as follows: (a) primary teachers perceived that their teacher surplus-related stress primarily derived from increases in their teaching loads and perceived that denial of their need for coping strategies was one of the most commonly used coping strategies; (b) teachers who were aged under 30 with fewer than 5 years of teaching experience were the most stressed; and (3) there was a significant relationship between stress related to teacher surplus and coping strategies.

scholarly journals Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Eyuche Lawretta Ozoemena ◽  
Olaoluwa Samson Agbaje ◽  
Levi Ogundu ◽  
Amaka Harry Ononuju ◽  
Prince Christian Iheanachor Umoke ◽  
...  
Keyword(s):  
Psychological Distress ◽  
Primary School ◽  
Coping Strategies ◽  
Emotional Exhaustion ◽  
Associated Factors ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Level ◽  
And Coping

Abstract Background The teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers’ use of coping styles becomes imperative. However, relatively little is known about primary school teachers’ psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria. Methods A total of 264 teachers aged 20–59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson’s correlation, Chi-square test, and hierarchical linear regression analysis. Results Of 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = − 0.338), academic qualification (β = − 0.210), and income level (β = − 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively. Conclusions The high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers’ training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

Asssessment of Work Stress and Coping Strategies among Primary School Teachers

2018 ◽  
Vol 86 (9) ◽  
pp. 2447-2456
Author(s):  
ASMAA M. HASSAN, M.Sc.; SANEYA M. RIZK, D.N.Sc. ◽  
EMAN M. SIEF EL-NASER, D.N.Sc.
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Work Stress ◽  
Stress And Coping ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Coping

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

scholarly journals The Prediction Of The Influence Of The National Orientation Of Teachers’ Personality On The National Identity Of Pupils. The Case Of Lithuania

2016 ◽  
Vol 12 (7) ◽  
pp. 20
Author(s):  
Egidijus Skarbalius ◽  
Indre Dirgeliene
Keyword(s):  
National Identity ◽  
Primary School ◽  
Empirical Research ◽  
Quantitative Research ◽  
Scientific Research ◽  
Legal Framework ◽  
Research Strategy ◽  
School Teachers ◽  
Primary School Teachers ◽  
National Orientation

Given the relevance of a problem emphasized both in the works of scientific research and legal framework the readiness of primary school teachers to educate national identity are going to be analyzed in this article considering the national orientation of teachers’ personality in educating the national identity of pupils. In spring 2014 the research was accomplished by applying quantitative research strategy. The aim of this research was to evaluate how the national orientation of teacher’s personality influences the national identity of pupils. The empirical research has revealed the extraordinary significance of teacher’s personality on the education of national identity in pupils proving at the same time that the younger a child is the stronger influence of teacher’s personality.

scholarly journals INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

scholarly journals PENGARUH PROFESIONALITAS KEPALA SEKOLAH TERHADAP KEPUASAN KERJA GURU SEKOLAH DASAR NEGERI

2014 ◽  
Vol 28 (1) ◽  
pp. 48
Author(s):  
Afit Fatimah
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
Survey Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Low Degree ◽  
The Government ◽  
High Degree

Abstract: Preliminary study in several Government Primary Schools indicates a number of Primary Schoolprincipals have low degree of professionalism and some others have high degree. Based on this fact, this researchformulated a problem if there is an effect of the principal’s professionalism towards the job satisfaction of thegovernment primary school teachers. This quantitative research was performed in Kedaung Angke, Sengkareng,West Jakarta as from 1 through 30 April 2014 employing survey method with correlational technique.The variablesobserved was the principal’s professionalism (X) and the government primary school teachers’ job satisfaction (Y).Based on the statistical analysis the research concluded, there is a significant effect of the principal’s professionalsmtoward the government primary school teachers’ job satisfaction. The principals, therefore, are suggested to improvetheir professionalism to support the maximal attainment of their teachers’job satisfaction. Keywords: job satisfaction, professionalism, principal, teacher

scholarly journals STUDY OF PRIMARY SCHOOL TEACHER COMPETENCE IN TANAH BUMBU REGENCY

2017 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Dwi Atmono ◽  
Muhammad Rahmattullah
Keyword(s):  
Primary School ◽  
Teacher Performance ◽  
School Teacher ◽  
Teaching Experience ◽  
Educational Background ◽  
Average Score ◽  
Primary School Teacher ◽  
Teacher Competence ◽  
School Teachers ◽  
Primary School Teachers

Teacher competence is central factor that influencing teacher performance to create human resources with certain quality. Teacher competence influenced by many factors, such as educational background and teaching experience for his specific subject. This study aims to: 1) map the competence of primary school teachers in Tanah Bumbu Regency, and 2) analyze the effect of educational background and teaching experience to teacher competence. This study used quantitative approach. Population of this research is all primary school teachers in Tanah Bumbu regency which already followed Online Test of Teacher Competence (UKG Online) as many as 1,106 teachers. Samples were taken by using purposive random sampling as much as 20% of the total population that numbered 160 people. Variables of this study are: 1) Teacher Competence, 2) Educational Background and 3) Teaching Experience. This study used quantitative analysis includes percentage technique and multiple linear regressions. The results showed: 1) Primary school teacher competence in Tanah Bumbu Regency is above the national average score of 53.05, but still below the Minimum Competence Standards (SKM) of 55. The average score of pedagogic competence is 48.15 and professional competence is 55.91. 2) There is a significant simultaneous effect of educational background and teaching experience to teacher performance. Partially, only teacher experience variable that that significantly influence the teacher competence.

scholarly journals UPAYA MENINGKATKAN PROFESIONALITAS GURU MELALUI PENDAMPINGAN PENULISAN PROPOSAL PENELITIAN TINDAKAN KELAS

2020 ◽  
Vol 12 (2) ◽  
pp. 159-168
Author(s):  
Mela Darmayanti ◽  
Non Dwishiera Cahya Anasta ◽  
Arie Rakmat Riyadi ◽  
Effy Mulyasari
Keyword(s):  
Primary School ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Initial Step ◽  
Training Model ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Research Problems ◽  
Development Goals

Classroom Action Research (CAR) is a report of the teacher's real activities in solving problems that occur in teaching and learning activities in the classroom while improving the quality of learning in accordance with the teacher's professional development goals. In fact, UPI PGSD Primary School teachers still encounter difficulties in making PTK proposals as an initial step in fulfilling their professional competencies. Based on this, this study aims to improve the competency of SD PGSD UPI Partner teachers in preparing PTK proposals. The form of activities carried out is assistance with the deductive training model. This research is a quantitative research in the form of a descriptive approach. Data collection was obtained through a questionnaire distributed to 18 PGSD UPI Partner school teachers as mentoring participants. The study began with an identification of the needs of UPI PGSD Primary School SD teachers, followed by assistance in the preparation of the CAR proposal. Assistance materials include CAR in the development of the teaching profession, CAR credit report figures, exploring research problems, and preparing CAR proposals. The results showed an increase in the ability of understanding teachers in preparing PTK proposals.

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