THE RELATIONSHIP BETWEEN TEACHERS’WORK STRESS AND SCHOOL SUPPORT IN MACAU INTRGRATED SCHOOLS

ABSTRACT

THE AIM OF THIS STUDY WAS TO INVESTIGATE THE RELATIONSHIP BETWEEN JOB BURNOUT AND SUBJECTIVE WELL-BEING AMONG PRIMARY SCHOOL TEACHERS IN MACAO DURING THE POST- PANDEMIC ERA. THE RESEARCH QUESTIONS INCLUDED UNDERSTANDING THE CURRENT STATUS OF TEACHERS' JOB BURNOUT AND SUBJECTIVE WELL-BEING, ANALYZING THE DIFFERENCES IN THESE ASPECTS ACROSS DIFFERENT BACKGROUND VARIABLES, AND EXAMINING THE RELATIONSHIP BETWEEN THEM. DATA WERE COLLECTED THROUGH AN ONLINE QUESTIONNAIRE DESIGNED TO MEASURE TEACHERS' JOB BURNOUT AND SUBJECTIVE WELL-BEING. SPSS 25 AND MPLUS 8 STATISTICAL SOFTWARE WERE USED TO ENSURE THE RELIABILITY AND VALIDITY OF THE QUESTIONNAIRE THROUGH CRONBACH'S ALPHA ANALYSIS AND CONFIRMATORY FACTOR ANALYSIS, ENSURING THAT BOTH WERE WITHIN ACCEPTABLE RANGES. THE COLLECTED DATA WERE ANALYZED USING DESCRIPTIVE STATISTICS, INDEPENDENT SAMPLES T-TESTS, ONE-WAY ANOVA, PEARSON CORRELATION ANALYSIS, AND LINEAR REGRESSION. THE RESULTS INDICATED THAT MACAO PRIMARY SCHOOL TEACHERS' JOB BURNOUT AND SUBJECTIVE WELL-BEING WERE BOTH AT A MODERATE LEVEL. THERE WERE NO SIGNIFICANT DIFFERENCES IN JOB BURNOUT AND SUBJECTIVE WELL-BEING AMONG TEACHERS OF DIFFERENT GENDERS, AGES, SCHOOL TYPES, AND SCHOOL SIZES. MOREOVER, THERE WAS NO SIGNIFICANT RELATIONSHIP BETWEEN DIFFERENT EDUCATIONAL BACKGROUNDS AND SUBJECTIVE WELL-BEING AMONG MACAO PRIMARY SCHOOL TEACHERS. HOWEVER, REGARDING EDUCATIONAL BACKGROUND AND TEACHING EXPERIENCE, PRIMARY SCHOOL TEACHERS WITH A "MASTER'S DEGREE OR ABOVE" AND THOSE WITH TEACHING EXPERIENCE OF "1-3 YEARS" SHOWED SIGNIFICANT DIFFERENCES IN THE "EMOTIONAL EXHAUSTION" DIMENSION. ADDITIONALLY, THE DATA REVEALED A SIGNIFICANT RELATIONSHIP BETWEEN JOB BURNOUT AND SUBJECTIVE WELL- BEING AMONG MACAO PRIMARY SCHOOL TEACHERS, WITH JOB BURNOUT PREDICTING SUBJECTIVE WELL-BEING. TEACHERS, AS FRONTLINE EDUCATORS, DESERVE ATTENTION TO THEIR MENTAL HEALTH, PARTICULARLY IN THE POST-PANDEMIC ERA. THEREFORE, THIS STUDY PROVIDED EMPIRICAL EVIDENCE FOR EDUCATIONAL AUTHORITIES, SCHOOLS, AND THE PUBLIC TO REDUCE JOB BURNOUT AND ENHANCE THE WELL-BEING OF PRIMARY SCHOOL TEACHERS IN MACAO, THEREBY SUPPORTING THE DEVELOPMENT OF PRIMARY EDUCATION IN THE REGION. 本研究旨在探討後疫情時期澳門小學教師職業倦怠感與主觀幸福感之間的關係。研究問題包括瞭解教師的職業倦怠感與主觀幸福感現況，分析不同背景變量對教師職業倦怠感與主觀幸福感的差異。透過線上問卷形式蒐集資料，以測量教師的職業倦怠感和主觀幸福感。通過SPSS25和MPLUS8統計軟件，以克隆巴赫係數分析和驗證性因子分析確定問卷的信效度均在可接受的範圍內，並對蒐集所得之數據進行描述性統性、獨立樣本 T 檢定、單因子變異數分析、皮爾森積差相關分析及線性迴歸進行分析。 研究結果顯示，澳門小學教師的職業倦怠感與主觀幸福感分別處於中位程度。不同性別、年齡、任教學校類型及學校規模對教師職業倦怠感與主觀幸福感無顯著差異，而且不同學歷的澳門小學教師在主觀幸福感無顯著差異。然而，在學歷和教師年資方面，除主觀幸福感外，具備「碩士或以上」學歷及教學年資為「1-3 年」的小學教師與「情感耗竭」維度之間呈現顯著差異。此外，數據也顯示，教師的職業倦怠感與主觀幸福感之間存在相關關係，且教師職業倦怠感對主觀幸福感有預測作用。 教師作為教育工作的前線人員，其心理健康值得被關注，尤其在後疫情這特殊時期，教師的心理健康問題更突出。因此，本研究為教育行政當局、學校、 社會大眾提供實證依據，為減輕澳門小學教師職業倦怠感，提高主觀幸福感提出建議，以促進本澳小學教育事業的發展。