{"id":425458,"date":"2026-08-21T00:39:07","date_gmt":"2026-08-20T16:39:07","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425458"},"modified":"2026-08-24T12:15:37","modified_gmt":"2026-08-24T04:15:37","slug":"the-relationship-between-teacherswork-stress-and-school-support-in-macau-intrgrated-schools","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/the-relationship-between-teacherswork-stress-and-school-support-in-macau-intrgrated-schools\/","title":{"rendered":"THE RELATIONSHIP BETWEEN TEACHERS\u2019WORK STRESS AND SCHOOL SUPPORT IN MACAU INTRGRATED SCHOOLS"},"content":{"rendered":"<p>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&#8217; 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&#8217; 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&#8217;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&#8217; 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 &#8220;MASTER&#8217;S DEGREE OR ABOVE&#8221; AND THOSE WITH TEACHING EXPERIENCE OF &#8220;1-3 YEARS&#8221; SHOWED SIGNIFICANT DIFFERENCES IN THE &#8220;EMOTIONAL EXHAUSTION&#8221; 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. 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