{"id":425437,"date":"2026-08-21T00:39:05","date_gmt":"2026-08-20T16:39:05","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425437"},"modified":"2026-08-24T12:15:41","modified_gmt":"2026-08-24T04:15:41","slug":"%e6%be%b3%e9%96%80%e4%b8%ad%e5%ad%b8%e6%95%99%e5%b8%ab%e9%9d%a2%e5%b0%8d%e8%9e%8d%e5%90%88%e5%ad%b8%e7%94%9f%e7%9a%84%e6%95%99%e5%ad%b8%e5%9b%b0%e6%93%be%e8%88%87%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e4%b8%ad%e5%ad%b8%e6%95%99%e5%b8%ab%e9%9d%a2%e5%b0%8d%e8%9e%8d%e5%90%88%e5%ad%b8%e7%94%9f%e7%9a%84%e6%95%99%e5%ad%b8%e5%9b%b0%e6%93%be%e8%88%87%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2\/","title":{"rendered":"\u6fb3\u9580\u4e2d\u5b78\u6559\u5e2b\u9762\u5c0d\u878d\u5408\u5b78\u751f\u7684\u6559\u5b78\u56f0\u64fe\u8207\u878d\u5408\u6559\u80b2\u5c08\u696d\u77e5\u80fd\u95dc\u4fc2\u4e4b\u7814\u7a76"},"content":{"rendered":"<p>THIS STUDY AIMS TO EXPLORE THE WORK STRESS AND COPING STRATEGIES OF INCLUSIVE EDUCATION RESOURCE TEACHERS IN MACAU PRIMARY SCHOOLS DURING LONG-TERM ONLINE COURSES. BASED ON THE FINDINGS, THE STUDY SEEKS TO UNDERSTAND THE CHARACTERISTICS OF WORK STRESS AND COPING MECHANISMS AMONG PRIMARY SCHOOL RESOURCE TEACHERS, PROVIDING RECOMMENDATIONS FOR FUTURE PRACTICES AND REFERENCES FOR RELEVANT EDUCATIONAL AUTHORITIES. THE RESEARCH METHODOLOGY INVOLVED INTERVIEWING SEVEN PRIMARY SCHOOL RESOURCE TEACHERS, WITH INTERVIEW DATA ANALYZED THROUGH THEMATIC ANALYSIS. THE FINDINGS REVEALED SIX SOURCES OF WORK STRESS FOR RESOURCE TEACHERS IN LONG-TERM ONLINE COURSES: FIRST, PARENTAL AND SOCIETAL EXPECTATION STRESS: PRESSURE FROM PARENTAL SUPERVISION, PASSIVE COOPERATION, AND CHALLENGES IN TEACHING INNOVATION EXACERBATE PSYCHOLOGICAL BURDENS, IMPACTING ONLINE TEACHING EFFECTIVENESS AND TEACHER-STUDENT INTERACTION QUALITY. SECOND, TECHNOLOGICAL ADAPTATION AND RESOURCE LIMITATIONS: TEACHERS FACE TECHNOLOGICAL CHALLENGES, FINANCIAL BURDENS, AND ENVIRONMENTAL DISRUPTIONS, AFFECTING ONLINE TEACHING QUALITY AND EFFICIENCY. THIRD, WORKLOAD AND CAREER DEVELOPMENT STRESS: ONLINE TEACHING INTENSIFIES DUAL RESPONSIBILITIES, PEER COMPETITION, AND SALARY INEQUITY, WORSENING OCCUPATIONAL STRESS AND JOB DISSATISFACTION. FOURTH, STUDENT LEARNING OUTCOMES AND BEHAVIOR: STUDENTS\u2019 TECHNOLOGICAL INADEQUACIES, LACK OF FOCUS, LOW COOPERATION, DIFFICULTY IN RECEIVING FEEDBACK, AND EMOTIONAL ISSUES INCREASE TEACHING BURDENS AND HINDER ONLINE INTERACTION EFFECTIVENESS. FIFTH, PERSONAL HEALTH AND WORK-LIFE BALANCE: ONLINE TEACHING EXACERBATES PHYSICAL AND MENTAL STRAIN, INCLUDING PHYSICAL FATIGUE, ROLE CONFLICT, AND PANDEMIC-RELATED ANXIETY, UNDERMINING TEACHING STABILITY AND OCCUPATIONAL SECURITY. SIXTH, POLICY AND INSTITUTIONAL CONSTRAINTS: AMBIGUOUS POLICIES AND POOR COURSE ARRANGEMENTS DURING THE PANDEMIC HEIGHTEN DECISION-MAKING PRESSURE AND PSYCHOLOGICAL STRAIN, DIMINISHING TEACHING EFFICACY. IN RESPONSE TO THESE STRESSORS, TEACHERS ADOPTED TAILORED COPING STRATEGIES. FINALLY, BASED ON THE FINDINGS, THIS STUDY PROPOSES RECOMMENDATIONS FOR EDUCATIONAL AUTHORITIES, SCHOOLS, PRIMARY SCHOOL RESOURCE TEACHERS, PERSONAL WELL-BEING, AND FUTURE RESEARCH. 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