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Academic literature on the topic 'English teachers Victoria Job stress'
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Journal articles on the topic "English teachers Victoria Job stress"
Riance, Astri, Herlina Herlina, and Sinta Sinta. "The Effect of Job Satisfaction And English Teacher's Job Stress on Student's Learning Achievement at Junior High School In Lubuklinggau." EDULIA: English Education, Linguistic and Art Journal 2, no. 2 (June 30, 2022): 38–45. http://dx.doi.org/10.31539/edulia.v2i2.4022.
Full textChaplain, Roland P. "Stress and Job Satisfaction: a study of English primary school teachers." Educational Psychology 15, no. 4 (January 1995): 473–89. http://dx.doi.org/10.1080/0144341950150409.
Full textHysa, Ferit. "Impact of Educational Leadership Styles on Job Teachers Stress." Journal of Modern Education Review 5, no. 2 (February 20, 2015): 166–71. http://dx.doi.org/10.15341/jmer(2155-7993)/02.05.2015/005.
Full textEliasu, Issah, Abubakari Abdul Razak, and Wuptiga Jatuat. "State of academic facilities and its influence on teachers job stress in Tamale polytechnic." African Journal of Business Management 10, no. 2 (January 28, 2016): 24–31. http://dx.doi.org/10.5897/ajbm2015.7840.
Full textJin, Chengda, and Heung Kou. "A Study on the Relationship between Occupational Stress and Job Satisfaction of College English Teachers in China." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 8 (April 30, 2020): 25–47. http://dx.doi.org/10.22251/jlcci.2020.20.8.25.
Full textBarouch Gilbert, Rachel, Olusola O. Adesope, and Noah Lee Schroeder. "Efficacy beliefs, job satisfaction, stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic." Educational Psychology 34, no. 7 (July 30, 2013): 876–99. http://dx.doi.org/10.1080/01443410.2013.814193.
Full textRoohani, Ali, and Mehdi Iravani. "The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers." Journal of Language and Education 6, no. 1 (March 31, 2020): 173–88. http://dx.doi.org/10.17323/jle.2020.9793.
Full textZhang, Bo. "Chinese English teachers’ occupational intention during distance education: The role of burnout and job-related stress." Frontiers in Psychology 13 (October 6, 2022). http://dx.doi.org/10.3389/fpsyg.2022.1024250.
Full textLam, Stacy, Angus Kuok, and Tat Ming Sze. "Self-Efficacy, Stress and Job Satisfaction among Pre-Service, Novice and Experienced English Teachers: A Study of their Occupational Health." Health Psychology Report, May 30, 2022. http://dx.doi.org/10.5114/hpr.2022.115768.
Full textZheng, Yurong. "A review of burnout in college English teachers in China." Frontiers in Psychology 13 (August 2, 2022). http://dx.doi.org/10.3389/fpsyg.2022.884304.
Full textDissertations / Theses on the topic "English teachers Victoria Job stress"
Wang, Wei Chia, and 王瑋嘉. "A Study of Elementary School English Teachers' Job Stress in Taipei City." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/49921487735046769121.
Full text國立臺北教育大學
兒童英語教育學系碩士班
97
The main purpose of this study was to investigate the level of elementary school English teachers’job stress. The samples of this study were 658 English teachers who worked in 141 public elementary schools in Taipei City. There were three purposes of this study: (1) To understand the level of English teachers’job stressors in the elementary school of Taipei City. (2) To explore the differences of background variables on English teachers’job stressors. (3) To offer suggestions for reducing English teachers’job stress. The data collected were analyzed by frequency distribution, percentage, mean, standard deviation, t-test, and One-Way ANOVA. The main findings were summarized as follows: 1. The overall condition of elementary school English teachers’ job stress was middle-high level. The degrees of the five dimensions of job stress in the descending order were: workload, profession development, students and teaching, stress of teaching role, and organization factor. 2. There were significant differences in teachers’job stressors among background variables. For example, teachers with junior college degree had higher level of job stress, teachers worked at bigger schools had higher level of job stress, and teachers without English related background had higher level of job stress. Based on the above findings, the researcher suggests: 1.To reduce the number of students of each class to upgrade teaching quality; 2. To offer more fund for English teachers to purchase resource books / equipments；3.To investigate the opinions of English teachers about courses they are interested in；4.To plan fair, open and reasonable teacher evaluation and grading system；5. To reduce the workload of English teachers. Keywords: elementary school English teacher, job stress.
Lang, Kua-Seug, and 藍悅瑄. "The Relationship between Job Stress and Job Burnout of Junior High School English Teachers : Taoyuan County as an Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7au84s.
Full text中原大學
教育研究所
102
The purpose of this study was to explore the current state of job stress and job burnout of the junior high school English teachers in Taoyuan county. The relationship between their job stress and job burnout was also investigated. This study adopted questionnaire survey. The questionnaires were given to 241 junior high English teachers in Taoyuan County by stratified random sampling. 210 teachers participated in this survey. Among the questionnaires, 204 of them are valid. The statistical analyses included descriptive statistics, t-test, one-way ANOVA, Pearson correlation, Canonical correlation and Multiple Regression Analysis. The results of the study were listed as the following: 1. The junior high English teachers' job stress is at the intermediate level, and the dimension " reformation of education" scored the highest. 2. The junior high English teachers' job burnout is below the intermediate level, and the dimension " emotional exhaustion" scored the highest. 3. There were no significant differences of teachers' job stress among teachers with varying background variables. 4. Significant differences of teachers' job burnout were found among teachers with varying background variables. 5. There was significant positive correlation between teachers' job stress and job burnout. 6. Teachers' job stress can significantly predict teachers' job burnout. Key words: job burnout, job stress, Junior high English teachers
Liu, Ray-Shiang, and 劉瑞香. "Elementary School English Teachers' Job-related Stress and Burnout-A Case Study in Taoyuan Area." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/30298395361647964809.
Full text南台科技大學
應用英語系
96
The purposes of this study are trying to understand current status of English teachers’ job-related stress and burnout in the primary schools, and analyze the relationship between demographic variables and English teachers’ level of work stress and burnout. This study used both questionnaire survey and interview as ways to collect data. The respondents are English teachers from public elementary schools in Taoyuan area. The researcher develops a self-made “Elementary School English Teachers’ Job-related Stress and Burnout Questionnaire” (ESETJSBQ) as a research tool. 300 copies of questionnaires were sent, 264 copies were returned and the return rate was 88%. Data were analyzed using the SPSS/12.0 for Windows; independent sample t-test, factor analysis and liability analysis were conducted first, followed by correlation analysis and one-way ANOVA, the results are shown below: 1. English teachers overall suffer an “intermediate” level of work stress and burnout. 2. ETs feel the most stressful and burnout questions are: (1). Some students always turn in homework late, I feel emotionally and physically drained about my work. (2). Too many teaching materials in too little time. (3). Due to students’ various proficiency levels, I am frustrated by mixed abilities classes. 3. Teachers’ age, teaching position, test per semester, time spent on marking, school size and school location play significant difference on teachers’ stress and burnout level. 4. The relationship between teachers’ demographic factors and each of the ESETJSBQ: (1) ETs who are under 30 years old suffer significant higher level of stress and burnout; (2) ETs experience the highest level of work stress and burnout; (3) ETs who work in schools which have “one test” suffer higher stress and burnout; (4) ETs who spend extra 9~16 hours weekly suffer higher level of stress and burnout; (5) ETs who teach more than 500 students suffer higher level of stress and burnout; (6) ETs who work in schools which have less than 12 classes have the lowest level of stress and burnout; and (7) ETs who work in rural areas have the lowest level of job stress and burnout. Finally, the researcher would base on the research results to make some suggestions for government policy maker, school principal, individual English teacher and future researcher.
Teng, Chiu-hui, and 鄧秋惠. "A Study on Between Job Stress and Teaching Effectiveness of English Teachers of Elementary Schools in Taipei City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/f59563.
Full text臺北市立大學
教育行政與評鑑研究所碩士在職專班
107
The study aims to understand the relationship between teachers’ job stress and teaching effectiveness of the elementary schools in Taipei City. The subjects of the study were English teachers of elementary schools in Taipei City.The research method was based on questionnaire survey. There were 398 questionnaires released and 348 of them were retrieved. Totally, 344 valid questionnaires were available except for 4 invalid ones. Average rate of effective response was 87.44%. The analysis of the responses were used various statistical methods, including descriptive statistics, Independent Sample t-test, stepwise multiple regression analysis and one-way ANOVA. The findings of the study are obtained as follows. 1.English teachers had an intermediate level perception of “teachers’ job stress” in elementary schools in Taipei City. "The adaption of reformation" is the highest key of teachers’ job stress and "interpersonal relationships" is the lowest one. 2.English teachers had a high intermediate level perception of “teaching effectiveness” in elementary schools in Taipei City. "Materials in teaching" is the highest key of teaching effectiveness and "teaching evaluation" is the lowest one. 3.Teaching effectiveness can be predicted by examining teachers’ stress and the most explanatory power is “students’ behaviors”. 4.No significant difference was observed among teachers of various “sexes,” “ages,” “educational levels,” “school sizes,” and “school types” when they perceived teachers’ job stress in elementary schools in Taipei City. However, significant differences were observed among teachers of various “years of service,” “English teaching qualifications,””professional certificates,”and ”working duties”. 5.No significant difference was observed among teachers of various “sexes,” “educational levels,” “English teaching qualifications,” ”professional certificates,” ”working duties,” “school sizes,” and “school types” when they perceived teachers’ teaching effectiveness in elementary schools in Taipei City. Significant differences were observed among teachers of various “ages” and “years of service”. Based on the results of the research, some suggestions of further studies are provided for educational administration, administrative staff in schools and English teachers of elementary schools. Keywords: teachers’ job stress, teaching effectiveness
WANG, TZU-FANG, and 王紫芳. "A Study on Job Stress and Coping Strategies of Local English Teachers toward Co-Teaching in Kinmen Elementary Schools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/58193776894099353694.
Full text銘傳大學
教育研究所碩士在職專班
105
The purpose of this study is to explore job-stress and coping strategies of local and native English teacher’s co-teaching in Kinmen elementary school level. While every elementary school has one native English teacher in Kinmen County, it also derives how to coteaching between local and native English teachers. The methodology of this study is a qualitative research. The researcher of this study invited four local English teachers of elementary school in Kinmen to join this research project. Data were gathered via semi-structural intensive interviews and analyzed. The results of this study of elementary schools in Kinmen County are shown as follows, 1. The relationship between local and native English teacher’s co-teaching are harmonious. But teaching role, lack of communicate, lack of teaching experience and attitude show job stress for local English teachers. 2. The working stressors of local English teachers include teaching, interpersonal and personal factors. For teaching factor, stressors are “lack of experience in class management with native English teachers”, ” workload excess of teaching “, and “lack of professional skills with native English teachers”. For interpersonal factor, stressors are “lack of communicate with native English teachers”. And personal stressors are “role play “and “self-request”. 3. Different backgrounds of local English teachers have different job stress when they joined co-teaching with native English teachers. 4. The coping strategies most frequently used by local English teachers are “rational-thinking and problem-solving”, “self-adjustment” and “seeking peers’ support”. Finally, educational implications of this study and recommendations teachers and future study are also proposely.
CHEN, CHING-CHING, and 陳菁菁. "A Study on Job Stress and Coping Strategies of Elementary School English Teachers in Yunlin County and Taichung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33505107127890120159.
Full text國立中正大學
教育學研究所
102
The purpose to this study is to discuss the stress and coping strategies of elementary school English teachers in Yunlin County and Taichung City. The study aims to understand the current condition of job stress and coping strategies of elementary school teachers, explore differences among background variables, and analyze the relationship in between. The research was executed with a survey and data were collected through the Questionnaire on job stress and coping strategies of elementary school teachers in Yunlin County and Taichung City. A total of 200 questionnaires were issued with 151 valid response received, which accounts for 75.5% of all the questionnaires handed out. After statistic analysis, such as descriptive-statistics, t-test, one-way ANOVA, Pearson product moment correlation, conclusions were made. Following is the summary of the study: 1. The main job stress of elementary school English teachers is“Teaching.” 2. The coping strategy most frequently used by elementary school English teacher is “Problem-solving and Rational-thinking.” 3. Regarding the job stress of elementary school English teachers by different background variables, significant differences were found that female teachers are more stressful when it comes to “Workload, Teaching and overall job stress.”Teachers under the age of 30 are more stressful than those are in their thirties when it comes to “Profession.”And teachers who didn’t attend graduate school, teachers without English Education Background, teachers without English qualification, teachers who didn’t teach in only one single grade, teachers who teach other subjects, teachers with less years of English teaching in elementary school are more stressful when it comes to “Profession.”Formal teachers are stressful than part-time teachers at “Teaching and Administrative Support.”Teachers with 13 periods of English teaching above every week are stressful than those with 12 periods below every week at “Teaching.”Teachers who teach 3-4 volumes of English are stressful than those who teach 1-2 volumes at “Workload and overall job stress.”Teachers in schools with 13-36 classes are stressful than teachers in schools with 37 classes above at “Teaching” while teachers in schools with 12 classes are stressful than teachers in schools with 37 classes above at “Profession.” 4. Regarding the coping strategies of elementary school English teachers by different background variables, significant differences were found that Buddhist, Taoists, those teachers who believe in Yiguandao; teacher s with English Education Background, homeroom teachers use the strategy “Seeking emotional support” more often. Teachers with English qualification use “Problem-solving and Rational-thinking” and the overall coping strategies more frequently. Teachers in schools with 37 classes above and teachers in Taichung City use “Problem-solving and Rational-thinking” more often. And urban teachers use “Seeking emotional support” and the overall coping strategies more frequently. 5. Teachers with high job stress use the strategy “Escaping and Emotional-vent” more often. 6. There is a significant positive relationship between “Workload, Administrative Support, Teaching, and overall job stress” and overall coping strategy. There is a Significant positive relationship between all the job stresses and the strategy “Escaping and Emotional-vent.” There is a significant negative relationship between “Profession” job stress and the strategies “Problem-solving and Rational-thinking, and Self-adjustment.” Finally, based on the results and conclusions, suggestions are offered for the education authorities, schools, elementary school English teachers, and follow-up researchers.
Lee, Shu-Chen, and 李淑貞. "Interrelation between Teaching Problem, Job Stress and Teaching Commitment in Children English Supplement Teachers–Using Tainan City as An Example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/fx5a29.
Full text銘傳大學
教育研究所碩士班
94
The purpose of the study is to look into the teaching problem, job stress, teaching commitment, their relationship and effects of variables of the children English supplement teachers at supplement industry in Tainan city. Focuses of this study are-To investigate how children English supplement teachers sense their teaching problem and job stress, 1. To investigate how children English supplement teachers sense their teaching problem, job stress and teaching commitment. 2. To search for the correlation between teaching problem and job stress of children English supplement teachers in supplement industry. 3. To analyze teaching problem and job stress of children English supplement teachers with different background variables, and thereby, to predict their teaching commitment. 4. According to the results, provides conclusion and suggestion for following study of being referred. The subjects of the study are the children English supplement teachers at supplement industry in Tainan city. Taking 219 teachers and questionnaire survey are adopted. Self-edited“Questionnaire on Interrelation between Teaching Problem, Job Stress and Teaching Commitment in Children English Supplement Teachers–Using Tainan city as an example ”is used as a survey tool, with 175 responses, 165 valid responses, and a validity rate of 75.34％.Descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and Multiple Regression Analysis are adopted for statistic analysis. The results are--- 1. There is statistical correlation between teaching problem and personal background with work year, whether if go abroad for study and pay. Background of work year, age, whether if go abroad for study and pay are statistically correlated with affective commitment. 2. There is statistical correlation between job stress and personal background with work year, age, educational level, whether if major in English department or relevant department, whether if go abroad for study and pay. Background of educational level is statistically correlated with continuous commitment. 3. There is statistical correlation between job stress and personal background with work year, age, educational level, whether if major in English department or relative department, whether if go abroad for study and pay. Background of educational level is statistically correlated with normative commitment.
Bowen, Amanda Deborah. "Combatting the downward spiral : burnout, support networks and coping strategies of TESOL teachers at private language schools in Johannesburg, South Africa." Thesis, 2013. http://hdl.handle.net/10500/13770.
Full textEnglish Studies
D. Lit. et Phil. (English)
Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.
Full textBooks on the topic "English teachers Victoria Job stress"
McBride, Bill. Entertaining an elephant. 5th ed. [S.l.]: Pearl Street Press, 1997.
Find full textMcBride, Bill. Entertaining an elephant. 5th ed. [S.l.]: Pearl Street Press, 1997.
Find full textOntario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
Find full textOntario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.
Find full textConference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.
Find full textOntario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.
Find full textOntario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.
Find full textOntario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.
Find full textOntario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.
Find full textConference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.
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