Stressors and stressor response levels of Hong Kong primary school music teachers

Stressors and stressor response levels of Hong Kong primary school music teachers

• Wong, Marina Wai Yee Hong Kong Baptist University
• Chik, Maria Pik Yuk Hong Kong Baptist University
• Chan, Edmund Sze Shing Hong Kong Baptist University

International Journal of Music Education, 36(1), 4-16, 2018

Sage Publications Ltd.

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Music Teachers -- Psychology Primary School Teachers Teachers -- Job Stress Teachers' Workload Adults Higher Education Primary School Music Teachers Quantitative Research Stress

• Hong Kong

• 1997.7 onwards

• Primary Education

Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: "changing education policy of the government"; "being observed by colleague, student teachers, college tutors, inspectors or parents";"too much subject matter to teach"; "inclusive education"; and "additional administrative work". An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents' individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers' stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.
[Copyright of International Journal of Music Education is the property of Sage Publications Ltd..]

• English

Journal Articles

• 02557614

• 10.1177/0255761417689923

https://bibliography.lib.eduhk.hk/bibs/1972a622

2018-06-14