A study on occupational stress and coping strategies among school Chinese teachers in Singapore

[[abstract]]本研究主要的目的旨在瞭解「新加坡華文教師的工作壓力來源」、「華文教師在面對工作壓力所採取之因應策略」，研究者邀請四位任教於新加坡政府學校且有意願分享自己的華文教師為研究參與者，並採用質性的研究方法，藉由半結構式的深度訪談方式分別與四位華文教師進行訪談以蒐集資料。研究發現與結論如下： 一、 受訪華文教師主觀知覺到的工作壓力，可概分歸納為「學校環境」、「跨 文化教學與溝通」、「工作負荷與時間管理」、「制度政策 」、「自我期許」、「師生互動」、「親師互動」七大類。 二、 華文教師遭遇工作壓力時所採取的因應策略歸納為「建設性因應」與「不良因應」兩大類；其中「建設性因應」包含「問題解決取向」、「評估取向」；「不良因應」包含「退縮逃避」、「權威控制 」，四種因應策略。 三、 最後根據前述研究結果進行討論並提出建議供華文教師、學校、教師諮商師以及未來研究之參考。[[abstract]]The main purpose of this research was to understand Singapore Chinese Language Teachers’ Work Stress Sources and Chinese Language Teachers’ Work Stress Coping Strategies. The author invited four Singapore government school Chinese language teachers who are willing to share their work stress as research participants, using qualitative research methods and by way of in-depth semi structured interview methods to gather information. Findings and conclusions are as follows: 1) Subjectively percepted work stress of the interviewed Chinese language teachers can be induced and summarized into seven categories: School Environment, Cross Cultural Teaching and Communication, Workload and Time Management, Institutional Policy, Self Expectations, Teacher-Student Interaction and Teacher-Parent Interaction. 2) Chinese language teachers’ work stress coping strategies can be categorized into two categories: Constructive Coping and Negative Coping in which Constructive Coping consists of two strategies: Problem Solving Orientation and Evaluation Orientation; Negative Coping consists of two strategies: Retreat to Escape and Authority Control, resulting a total of four coping strategies. 3) Finally discuss the foregoing findings and provide recommendations for Chinese language teachers, schools, school counsellors and future research.[[note]]碩