| dc.description.abstract | The purpose of this study is to discuss the composition background and work stress of Taoyuan city public junior high school teachers who are concurrently responsible for gender equality affairs, and to discuss whether different personal background variables have different effects on stress.
Through literature analysis, the researcher divided the main work stress sources into four levels: ＂Internal Operations of the Organization＂, ＂Workload＂, ＂Interpersonal Support＂ and ＂Professional Ability＂, and the research tool were ＂Work Stress Questionnaire for the Teachers Who Are Concurrently Responsible for Gender Equality Affairs＂ which was designed by researcher, a total of 60 questionnaires were sent out, and 49 valid questionnaires were recovered, with a recovery rate of 81.67%.
The questionnaire data was analyzed by using the descriptive statistics of Independent Sample t-test,One-way ANOVA and Multiple regression analysis. The conclusions of this study were as following:
1. The overall work stress level of the teachers who are concurrently responsible for gender equality affairs is “Moderate”. At different levels, the order of stress levels from high to low is “Workload”, “Internal Operations of the Organization”, “Professional Ability” and “Interpersonal Support”.
2.There were no significant differences in the work pressure experienced by the teachers who are concurrently responsible for gender equality affairs with different biological genders, ages, job titles, professional backgrounds, and regions of schools, at the levels of ＂Overall Work Pressure＂, ＂ Internal Operations of the Organization＂, ＂Workload＂, ＂ Interpersonal Support ＂ and ＂Professional Ability＂.
3. There were significant differences in the work pressure experienced by the teachers who are concurrently responsible for gender equality affairs with different marital status at the level of ＂Workload＂.
4.There were significant differences in the work pressure experienced by the teachers who are concurrently responsible for gender equality affairs with different job tenure at the level of ＂Professional Ability”.
5. Through multiple regression analysis, it was found that among the various degrees of work stress, the ＂internal operations of the organization＂ item is more influential and important in predicting the degree of ＂work load＂ than the ＂interpersonal support＂ and ＂professional ability＂ items.
6. The current practical difficulties encountered by the teachers who are concurrently responsible for gender equality affairs can be divided into: ” The overload of the administrative work”, “The lack of the co-organizing manpower in school”, “The lack of flexibility in campus gender incidents grant funding standards”, “The school is unable to keep abreast of the revisions and regulations of gender equality laws and regulation”, “The lack of the teacher’s professional knowledge about gender equality”. Followings are the practical suggestions: ”To simplify the processing process and to raise the threshold of the investigation”, “To establish the specialized units with dedicated responsible for the gender equality affairs”, “To retain flexibility in costs, manpower and support systems for the gender equality affairs”, “To strengthen the education training for the teachers who are concurrently responsible for gender equality affairs before they work”, and “To strengthen the awareness and knowledge of gender equality among school teachers”.
Based on the above research results, relevant suggestions are provided for the institutional level and future research, so as to serve as a reference for administrative units and future research. | en_US |