Individual and systemic factors influencing secondary school teacher stress in Hong Kong

Individual and systemic factors influencing secondary school teacher stress in Hong Kong

• Hung, Oi Ling

2008

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Educational Psychology Occupational Psychology

• Hong Kong

• 1997.7 onwards

• Secondary Education

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.
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.
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.
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.
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.

EdD

Chinese University of Hong Kong

Hong Kong

Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0797

• English

Dissertation Theses

• 9781109047998

https://bibliography.lib.eduhk.hk/en/bibs/2fd29e70

2010-12-16