DOI QR코드

DOI QR Code

A Study on the Stress of Teachers for Elementary School Science Classes

초등과학 수업에서 교사들의 스트레스에 관한 연구

  • Received : 2015.03.30
  • Accepted : 2015.05.13
  • Published : 2015.05.31

Abstract

The purpose of this study was to analyze the stresses of teachers for elementary science class. To do these, the Science Teacher Stress Inventory has been developed the Science Teacher Stress Inventory, which consisted of 45 stress factors with subcategories such as student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures. 120 teachers for elementary science class have participated in this questionnaire survey. The results of this study are as follow: First, stress from teacher characteristics is perceived as having more stress factors than five stress factors (student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures). but all of the five stress factors was under normal. The detail question of stress such as 'Having to guide educational guidance and course in life education', 'Having to cope with the demand of new curricula', 'Pace of the school day is too fast', 'No time to attend training of the experiment (preliminary experiment)', 'Not enough time to complete lesson preparation and marking', 'Having to cope with non-teaching delegated duties', 'Fear of getting injured as a result of lab accidents' are perceived as having a lot of stresses. Second, there were not statistically significant differences in their personal variables such as gender, the course of high school. but there were statistically significant differences in their personal variables such as whether elementary subject exclusive science teacher, career in education experience, teaching grade. Third, coping ways of stresses are active support for better science teaching conditions, training of the experiment for expertise of science education, developing a workbook for science class.

Keywords

References

  1. Chaplain, R. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28, 195-209. https://doi.org/10.1080/01443410701491858
  2. Coates, T. J. & Thoresen, C. E. (1976). Teacher anxiety: A review with recommendations. Review of Educational Research, 46, 159-184. https://doi.org/10.3102/00346543046002159
  3. Jung, D. E. (2011). Analysis of elementary school teachers' stressors about music instruction. Paper of Masters Degree, Gyeongin National University of Education.
  4. Kang, E. M. (2011). The relationship between job stress and discipline styles in elementary school teachers. Paper of Masters Degree, Daegu National University of Education.
  5. Kim, J. H. (2012). (The) effects of job sterss and teacher efficency focused on school health teachers job satisfaction. Paper of Masters Degree, Chonnam National University of Education.
  6. Kim, H. R. (2012). An analysis on the perception of teachers and the operating status in a science exclusive system in elementary school. Paper of Masters Degree, Seoul National University of Education.
  7. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27-35. https://doi.org/10.1080/00131910120033628
  8. Kyriacou, C. & Sutcliffe, J. (1977). Teacher stress: A review. Educational Review, 29, 299-306. https://doi.org/10.1080/0013191770290407
  9. Lee, B. W. (2013). Analysis of factors that stress science teachers and analysis of stresses related to teaching science. Journal of the Korean Association for Research in Science Education, 34(2), 165-173.
  10. Lee, J. C., Gwon, T. H. & Kim, B. G. (1997). A study of perceptions about science teaching anxiety and attitudes toward science of elementary school teachers. Journal of Korean Elementary Science Education, 16(2), 257-275.
  11. Nam, Y. S. & Kim, H. N. (2012). An analysis of newlyappointed elementary teacher's anxiety state in science class. Journal of the Elementary Education Society, 15(0), 1-17.
  12. Oh, H. J. (2013). Impacts of elementary school teachers' work stress on job satisfaction and teacher efficacy. Paper of Masters Degree, Seoul National University of Education.
  13. Okebukola, P. A. & Jegede, O. J. (1990). Survey of factors that stress science teachers and an examination of coping strategies. Nigeria.
  14. Park, H. J. (2005). Induction secondary science teachers' conceptions of teaching science and their effort for professional development. Journal of the Korean Association for Research in Science Education, 25(3), 421-430.
  15. Russell, J. (2000). Stress free teaching, a practical guide to tackling stress in teaching, lecturing and tutoring. London: Kogan Page Limited.
  16. Selye, H. (1971). Selye's guide to stress research. New York: Scientific and Academic editions.
  17. Seok, H. S. (2011). A study on the status of operating subject teacher system at elementary school and teachers' perception of achievement. Paper of Masters Degree, Busan National University of Education.
  18. Shrand, J. & Devine, L. M. (2012). Manage your stress: Overcoming stress in the modern world. Seoul: Joongang Books.
  19. Song, B. G. (2001). Analysis of stress elements during physical education classes perceived by elementary school teachers. Paper of Masters Degree, Chinju National University of Education.
  20. Won, Y. J. (1997). A study on elementary school teachers stress on their duty. Paper of Masters Degree, Dong-Kuk University of Education.
  21. Won, J. A., Kim, Y. H. & Paik. S. H. (2010). A research of elementary school teachers' perceptions about the science subject exclusive system. Journal of Korean Elementary Science Education, 29(1), 56-68.