published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

在香港國際學校，相較于本地學校，更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢？瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。 本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查，通過Maslash（MBI-ES）問卷，分三個維度（情緒衰竭、非個性化、低成就感）對中文教師職業倦怠的程度進行描述；其次，利用訪談對倦怠的原因和影響因素進行探討和分析。 本次調查採取方便取樣的原則，隨機抽取國際學校中文教師30 人進行調查，利用SPSS17.0 對數據進行整理和分析，組間的差異性采用方差分析（單因素ANOVA）和t 檢驗，人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。 研究發現，香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠，而在低成就感上得分較高，即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異； 不同年齡的教師在低成就感維度上差異顯著（ P=0.000），本次調查中，20-30 歲的教師成就感最低，50 歲或以上的教師最有成就感；從入職時間上看，有1-2 年工作經驗的教師有相對高的情感衰竭情況（22.00±6.06）；不同入職時間的教師在成就感上差異顯著（P= 0.018），從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外，學歷與成就感表現出顯著相關（B=3.195，P=0.034），學歷越高在教學上的成就感體驗也就越高；同時，香港以外的教學經驗與成就感呈現顯著相關（ B=2.253，P=0.05），即教學經驗豐富的教師擁有相對高的成就感。 This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows: The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age（ P= 0.000 ） and working years（ P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

All in all, the research findings had confirmed the hypotheses of this study. Demographic differences among secondary school teachers were related to stress. Self-efficacy, resiliency and school environment in various extents was related to secondary school teacher stress. This study has theoretical and practical contributions to the understanding of secondary school teacher stress in Hong Kong. Lastly, implications, limitations of this study and suggestions for future research directions were also discussed. / Moreover, structural equation modeling analysis was conducted to test and compare the goodness of fit of an overall direct effect model, a mediating model and a modified direct effect mediating model. Results indicated that the modified direct effect mediating model provided the best model fit with the data. School environment, self-efficacy and resiliency were found to be all negatively correlated to teacher stress. School environment exerted significant impact on teacher stress. Among the factors of school environment evaluated, affiliation, student support and work pressure had high correlation with secondary school teacher stress in Hong Kong. / Multivariate analysis of variance (MANOVA) was conducted to test for main effect of demographic variables on teacher stress. Findings revealed that years of teaching and school banding had significant main effect on stress. Teachers with more teaching experience were found to exhibit more stress than teachers with less experience in emotional manifestation and cardiovascular manifestation. Teachers worked in band three schools were found to be more stressful than teachers of band one and two schools in behavioural, emotional, fatigue and gastronomical manifestation of stress. / Reliability test and confirmatory factor analysis was conducted on the Teacher Stress Inventory, Generalized Self-efficacy Scale, Ego Resiliency Scale and the School-Level Environment Questionnaire and the instruments were found to be reliable and valid. / The purpose of this study are to examine whether demographic variables are related to teacher stress, if individual factors including self-efficacy and resiliency and systemic factor, school environment are related to teacher stress and how the individual factors together with the systemic factor jointly affect stress. The study is comprised of a convenient sample with 390 secondary school teachers. / Hung Oi Ling. / "April 2008." / Adviser: Alvin Leung Seung Ming. / Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0797. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 208-231). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

by Kim-Wan Mo. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 88-96.

published_or_final_version / abstract / Education / Doctoral / Doctor of Education

"May 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 362-387). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

published_or_final_version / Education / Master / Master of Education