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研究生：	江陸飛 Level Janvier
論文名稱：	影響海地中等學校教師壓力因素之研究 Factors of Stress Affecting Secondary School Teachers in Haiti
指導教授：	賴志樫 Lai, Chin-Chien
學位類別：	碩士 Master
系所名稱：	國際人力資源發展研究所 Graduate Institute of International Human Resource Developmemt
論文出版年：	2008
畢業學年度：	96
語文別：	英文
論文頁數：	97
中文關鍵詞：	中等學校教師壓力、學生行為、溝通、家長參與、薪資、工作條件
英文關鍵詞：	Secondary teachers stress, student behavior, communication, parent involvement, salary, work conditions
論文種類：	學術論文
相關次數：	點閱：147 下載：3
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Teacher stress has emerged over the past twenty five years as a serious concern for teachers, students and parents. Worldwide surveys reveal widespread concern about the effects of stress on teachers’ sense of well-being and their willingness to stay in the profession. Schools are facing a crisis retaining experienced teachers, and stress is a major reason why teachers leave profession. Large numbers of teachers report high levels of stress. Each teacher has different level of stress and sometimes what is stressful for one person may not be a problem for someone else. This viewpoint leads to prevention strategies that focus on workers and ways to help them cope with demanding job conditions. Scientific evidence suggests that certain working conditions are stressful to most people. Evidence from recent studies argued for a greater emphasis on working conditions as the key source of job stress and for job redesign as a primary prevention strategy. However no standard models exist on how to measure teacher stress. In this study, a quantitative research was conducted through a questionnaire survey to find out the factors of secondary school teachers in Haiti and a pilot test was developed by the researcher. The target population was the secondary school teachers in Haiti. Ninety percent of responses were returned. The results of this study show that majority of teachers are stressed out. This study tested the hypothesis of the demographic variable in relation to teachers’ stress which is divided by student behavior, teacher burnout, parent involvement, salary, work conditions, communication. Twenty secondary school teachers in Haiti from the department of west were surveyed. The results provided support for all hypotheses. It shows that secondary school teachers are very stressed out in Haiti. The main findings of this research should assist principals of school, teachers’ organizations, Ministry of Education in making decision by helping teachers to cope with stress at work. It may also assist future teachers in preparation for dealing with stress in classroom. Finally, the study offers recommendations all the parties involved and the researcher provides suggestions for future research.

Keywords: Secondary teachers stress, student behavior, teacher burnout, parent involvement, salary, work conditions, communication.

TABLE OF CONTENTS

Abstract    I
Table of Contents    III
List of Figures       VII
List of Tables       IX

CHAPTER I. INTRODUCTION    1
Background of the Study    1
Statement of the Problem    3
Purposes of the Study    4
Questions of the Study    4
Hypotheses of the Study    4
Significance of the Study    6
Delimitations and Limitations    6
Definition of Terms    7

CHAPTER II. LITERATURE REVIEW    11
Brief Introduction of the Republic of Haiti    11
History and Development of Secondary School Teachers in Haiti 12
 Education Historical Context of Secondary School in Haiti 12
 Overview of Educational System in Haiti    13
 Education Reform in Haiti    14
 Secondary School Teachers’ Education    14
 Average Salary of Secondary School Public and Private   School Teachers    14

Secondary School Teachers’ Problems in Haiti    16
  Definitions of Teacher Stress    16
  Factors of Secondary School Teachers’ Stress    17
  Student Behavior and Secondary School Teachers’ Stress 18
  What are the effects of Teachers’ Stress?    18
  Signals of Teachers’ Stress in the Workplace    19
  Teacher Burnout    20
  Parent Involvement    22
Theories Related to Stress    23
  Ways to Reduce Teachers’ Stress    23

CHAPTER III. METHODOLOGY    33
Research Framework    33
Research Procedure    34
Research Methods    37
  Population and Sampling    37
  nstrumentation    40
  Reliability and Validity    41
  Data Analysis    42

CHAPTER IV. RESULTS AND DISCUSSIONS    45
Frequency Results    45
      Hypothesis 1    45
Descriptive Results    50
      Hypothesis 2    50
      Hypothesis 3    53
      Hypothesis 4    57
      Hypothesis 5    60
      Hypothesis 6    64
      Hypothesis 7    67
Main Findings    71

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS    73
Conclusions    73
Recommendations    74
      Recommendations for School Authorities    74
      Recommendations for Teachers’ Organization    75
      Recommendations for Ministry of Education     76
      Recommendations for Teachers    77
      Recommendations for Future Research    77
REFERENCES………………………………………………………79
APPENDIX A: Pilot Test Letter  83
APPENDIX B: Letter Requesting Participation    . 85
APPENDIX C: Lettre de Participation    . 87
APPENDIX D: Letter to Institutions    . 89
APPENDIX E: Lettre de Consentement    . 91
APPENDIX F: Teacher Stress Questionnaire    . 93
APPENDIX G: Questionnaires Relatifs au Stress des Enseignants Secondaires    97

LIST OF FIGURES

Figure 3.1. Framework of Study    34
Figure 3.2. The Research Process    36

LIST OF TABLES

Table 2.1.Average Salaries of Secondary Schools in Haiti15
Table 3.1.Demographics Items of Responses (N = 225)    39
Table 3.2.Cronbach Alpha Value of  the Instrument    41
Table 3.3.Coding System Used in SPSS 15.0 Data Analysis    43
Table 4.1.T-test for Teachers’ Stress    45
Table 4.2Student Behavior Response Frequency by Percentages 46
Table 4.3Teacher Burnout Response Frequency by Percentages47
Table 4.4Parent Involvement Response Frequency by Percentages 47
Table 4.5Salary Response Frequency by Percentages    48
Table 4.6Work Conditions Response Frequency by Percentages49
Table 4.7Communication Response Frequency by Percentages49
Table 4.8Mean Differences of Gender for Student Behavior 50
Table 4.9Mean Differences of Gender for Teacher Burnout 51
Table 4.10 Mean Differences of Gender for Parent Involvement 51
Table 4.11 Mean Differences of Gender for Salary     52
Table 4.12Mean Differences of Gender for Work Conditions 52
Table 4.13Mean Differences of Gender for Communication 53
Table 4.14Mean Differences of Degree for Student Behavior 54
Table 4.15Mean Differences of Degree for Teacher Burnout 54
Table 4.16Mean Differences of Degree for Parent Involvement     55
Table 4.17Mean Differences of Degree for Salary     55
Table 4.18Mean Differences of Degree for Work Conditions 56
Table 4.19 Mean Differences of Degree for Communication 57
Table 4.20 Mean Differences of Age for Student Behavior 57
Table 4.21 Mean Differences of Age for Teacher Burnout     58
Table 4.22 Mean Differences of Age for Parent Involvement 58
Table 4.23 Mean Differences of Age for Salary     59
Table 4.24 Mean Differences of Age for Work Conditions     59
Table 4.25 Mean Differences of Age for Communication     60
Table 4.26 Mean Differences of Marital Status for Student Behavior     61
Table 4.27 Mean Differences of Marital Status for Teacher Burnout     61
Table 4.28 Mean Differences of Marital Status for Parent Involvement     62
Table 4.29 Mean Differences of Marital Status for Salary 62
Table 4.30 Mean Differences of Marital Status for Work Conditions     63
Table 4.31 Mean Differences of Marital Status for Communication     63
Table 4.32 Mean Differences of Subjects for Student Behavior     64
Table 4.33 Mean Differences of Subjects for Teacher Burnout 65
Table 4.34 Mean Differences of Subjects for Parent Involvement     65
Table 4.35 Mean Differences of Subjects for Salary     66
Table 4.36 Mean Differences of Subjects for Work Conditions 66
Table 4.37 Mean Differences of Subjects for Communication 67
Table 4.38 Mean Differences of Tenure for Student Behavior 67
Table 4.39 Mean Differences of Tenure for Teacher Burnout 68
Table 4.40 Mean Differences of Tenure for Parent Involvement     68
Table 4.41 Mean Differences of Tenure for Salary     69
Table 4.42 Mean Differences of Tenure for Work Conditions 69
Table 4.43 Mean Differences of Tenure for Communication 70
                                

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