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探討澳門普通小學教師在融合教育背景下的工作相關壓力及有效應對策略 =: Exploring Work-Related Stress and Effective Coping Strategies in the Context of Inclusive Education Among Mainstream Primary Teachers in Macau
Resource type
Authors/contributors
- 黃家敏 (Author)
- Ikegami, Kiiko (Contributor)
- University of Saint Joseph (Contributor)
Title
探討澳門普通小學教師在融合教育背景下的工作相關壓力及有效應對策略 =: Exploring Work-Related Stress and Effective Coping Strategies in the Context of Inclusive Education Among Mainstream Primary Teachers in Macau
Abstract
Since 2006, the Government of Macau has been promoting inclusive education.
This has now been ongoing for seventeen years. As education policies gradually
improve, the focus has shifted from students in inclusive settings to the realm of
teachers. With an increasing number of inclusive students, the corresponding work
pressures faced by teachers has also increased. The aims of this study are to better
understand the work-related stress, sources of stress, and subsequent coping
strategies used by mainstreamteachers within the inclusive education sector of
Macau.
This study used qualitative research methods, interviewing twelve frontline
teachers from eight different private primary educational institutions. Eight of these
teachers work in schools practicing inclusive education, while four were employed in
regular schools. However, all twelve participating teachers had experience in
teaching inclusive students but also lacked any specialized background in special
education. Following and obtaining and meticulously analyzing interview data,
supported by relevant literature, the study findings are presented as follows:
1. Views and Attitudes of Regular Teachers in Inclusive Schools towards
Inclusive Education
The interviewed teachers support the concept of inclusive education but
were concerned about student behaviors and their learning challenges.
These concerns included inappropriate behaviors, learning disabilities, and
the teachers’ own pedagogical demands. In managing student behaviors,
teachers found it difficult to handle the emotional control of inclusive students, leading to disruptions in class. Regarding learning, teachers had to
use additional and extra time on after-class tutoring, increasing their
workload. Teaching inclusive students also complicated the instruction,
requiring teachers to undergo additional training and preparation.
2. Work-Related Stress and its Sources among Regular Teachers within
Inclusive Schools
The participating teachers rated their stress-resilience as not low, but rather
they experienced medium to high levels of work-related stress, mainly due to
long working hours and extensive workloads. The study identifies four main
sources of stress: (i) The nature of work, including extensive teaching and
non-teaching tasks, including heavy class management, or multiple roles. (ii)
Social relationships, where regular teachers lacked an understanding of
resource teachers’ roles, leading to ineffective communication and an
underutilization of resource teachers in schools. (iii) Organizational
structure, where schools involved in inclusive education required
improvements in facilities and teaching environments, particularly in the
safety of sports areas. Additionally, not all mainstream teachers had access to
inclusive education resources, and the instructional adjustments for inclusive
students did not fully meet their needs. (iv) Social aspects, where the
public did not fully understand the concepts of inclusive education, and
expectations on teachers were excessively high. Furthermore, teachers were
dissatisfied with their salaries and benefits, which they felt were not
commensurate with their heavy workload. The study also found that female teachers faced additional stress from both work and family responsibilities, as
they also bear the burden of caring for and educating their own children at
home.
3. Responses and Coping Methods of Regular Teachers in Inclusive Schools to
Work-Related Stress
The study analyzed the negative impacts of work-related stress on teachers’
physical health, psychological state, and behavior. The impacts included
poor sleep quality or insomnia and emotional states of worry and anxiety. In
response to stress, teachers engaged in communication and social activities,
exercise and rest, and dietary adjustments. However, these stress-relief
methods did not effectively address the root causes of the stress, making
long-term stress management a crucial issue for teachers.
Based on the findings regarding stress perceptions, sources, and coping
methods, the researcher proposes recommendations for teachers, educational
institutions, and relevant government departments, with an aim to support and aid
future policymaking in the area of inclusive education in Macau
University
University of Saint Joseph
Place
Macau
Date
2024
# of Pages
110
Language
chi
Short Title
探討澳門普通小學教師在融合教育背景下的工作相關壓力及有效應對策略 =
Library Catalog
Library Catalog (Koha)
Call Number
M-ED 2024 WON,KA
Notes
In Partial Fulfillment of the Requirements for the Degree of Master in Education in the School of Education, University of Saint Joseph, July, 2024Supervisor : Kiiko Ikegami
Citation
黃家敏. (2024). 探討澳門普通小學教師在融合教育背景下的工作相關壓力及有效應對策略 =: Exploring Work-Related Stress and Effective Coping Strategies in the Context of Inclusive Education Among Mainstream Primary Teachers in Macau [University of Saint Joseph]. https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=222812
USJ Theses and Dissertations
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