A STUDY ON JOB BURNOUT AND SUBJECTIVE WELL-BEING AMONG PRIMARY SCHOOL TEACHERS IN MACAO DURING THE POST- PANDEMIC ERA

ABSTRACT

THIS STUDY EXAMINES THE COLLABORATION BETWEEN KINDERGARTEN TEACHERS AND RESOURCE TEACHERS IN MACAU'S INCLUSIVE EARLY CHILDHOOD EDUCATION SETTINGS, FOCUSING ON THE EXTENT OF THEIR COLLABORATION, CHALLENGES, SATISFACTION, SUPPORT NEEDS, AND SUGGESTIONS FOR IMPROVEMENT REGARDING COLLABROATION. THE STUDY SURVEYED 53 KINDERGARTEN TEACHERS AND 15 RESOURCE TEACHERS FROM INCLUSIVE KINDERGARTENS IN MACAU. KEY FINDINGS ARE: (1) OVER 60% OF KINDERGARTEN TEACHERS AND ALL RESOURCE TEACHERS HAD COLLABORATIVE EXPERIENCE, AND BOTH PARTIES REPORTED THEY PRIMARILY USED THE ""ONE TEACHING, ONE ASSISTING"" CO-TEACHING MODEL; (2) OVER 70% OF KINDERGARTEN TEACHERS REPORTED LESS THAN 30 MINUTES OF WEEKLY DISCUSSION TIME WITH RESOURCE TEACHERS, WHILE 40% OF RESOURCE TEACHERS REPORTED ABOUT ONE HOUR PER WEEK FOR DISCUSSION WITH KINDERGARTEN TEACHERS ; (3) BOTH GROUPS IDENTIFIED COMMUNICATION AS THE MAIN CHALLENGE; (4) PRIMARY COLLABORATION AREAS INCLUDED CASE INFORMATION EXCHANGE AND TEACHING STRATEGY DISCUSSIONS; (5) OVERALL SATISFACTION WAS ABOVE AVERAGE, WITH HIGHEST SATISFACTION IN ""POSITIVE ATTITUDE"" AND LOWEST IN ""SUPPORT SYSTEM;"" (6) TEACHERS EXPRESSED HIGH SUPPORT NEED FOR PROFESSIONAL TRAINING AND PARENT TRAINING; AND (7) BOTH GROUPS EMPHASIZED THE KEY TO IMPROVE COLLABORATION RELATES TO ENHANCED COMMUNICATION AND MORE PROFESSIONAL TRAINING AND DEVELOPMENT. BASED ON THESE FINDINGS, RECOMMENDATIONS WERE OFFERED WITH A FOCUS ON ESTABLISHING COMPREHENSIVE SUPPORT NETWORKS AND COMMUNICATION PLATFORMS AT POLICY, SCHOOL, AND TEACHER LEVELS. 本研究旨在探討澳門幼稚園教師與資源教師在學前融合教育環境中的合作現況，包括合作程度、合作中遇到的狀況、合作滿意度、對合作的支援需求、以及對合作的建議。研究採用問卷調查法，研究對象包括澳門參與融合教育計劃的幼稚園中的53名幼稚園教師和15名資源教師。結果顯示，(1) 6成以上幼稚園教師與資源教師有合作經驗;資源教師全部都有與幼稚園教師合作的經驗，雙方教師都認為開展最多的合作教學類型是「一人教學，一人協助」;（2）雙方合作時間有限，7成以上的幼稚園教師表示每週與資源教師討論時間少於30分鐘，而有4成資源教師表示每週討論時間約1小時;(3)雙方教師表示合作時最大的困難是溝通協調;(4)最主要的合作領域是交流個案的基本情況和討論學生的教學策略;(5)兩組教師對合作的整體滿意度高於中等程度，其中「正面態度」維度滿意度最高，「支援系統」維度滿意度最低;(6)教師對專業培訓和家長培訓的支援需求較高;(7)雙方教師都認為「加強溝通」和「增加教師培訓與專業發展」是改善合作的關鍵。根據這些研究結果，筆者建議從政策、學校及教師三個層面著手，建立完善支援網絡、多元交流平臺，並持續提升教師專業能力。