{"id":425468,"date":"2026-08-21T00:39:09","date_gmt":"2026-08-20T16:39:09","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425468"},"modified":"2026-08-24T12:15:35","modified_gmt":"2026-08-24T04:15:35","slug":"%e6%8e%a2%e7%a9%b6%e6%be%b3%e9%96%80%e5%b0%8f%e5%ad%b8%e6%95%99%e5%b8%ab%e5%b0%8d%e5%85%b6%e6%95%99%e5%ad%b8%e5%b7%a5%e4%bd%9c%e7%9a%84%e6%bb%bf%e6%84%8f%e5%ba%a6%e5%8f%8a%e5%a3%93%e5%8a%9b","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%8e%a2%e7%a9%b6%e6%be%b3%e9%96%80%e5%b0%8f%e5%ad%b8%e6%95%99%e5%b8%ab%e5%b0%8d%e5%85%b6%e6%95%99%e5%ad%b8%e5%b7%a5%e4%bd%9c%e7%9a%84%e6%bb%bf%e6%84%8f%e5%ba%a6%e5%8f%8a%e5%a3%93%e5%8a%9b\/","title":{"rendered":"\u63a2\u7a76\u6fb3\u9580\u5c0f\u5b78\u6559\u5e2b\u5c0d\u5176\u6559\u5b78\u5de5\u4f5c\u7684\u6eff\u610f\u5ea6\u53ca\u58d3\u529b"},"content":{"rendered":"<p>THE PURPOSE OF THIS STUDY IS TO EXAMINE THE CURRENT SITUATION OF WORK STRESS AND SCHOOL SUPPORT AMONG TEACHERS IN INTEGRATED SCHOOLS IN MACAU, TO ANALYZE THE DIFFERENCES AND CORRELATIONS BETWEEN WORK STRESS AND SCHOOL SUPPORT AMONG DIFFERENT BACKGROUND VARIABLES.\u00a0 THIS STUDY UTILIZED THE QUESTIONNAIRE SURVEY METHOD AS THE RESEARCH METHOD, WITH SECONDARY, PRIMARY AND KINDERGARTEN TEACHERS OF INTEGRATED SCHOOLS IN MACAU AS THE RESEARCH SUBJECTS. THE RESEARCH INSTRUMENT WAS A SELF-ADMINISTERED QUESTIONNAIRE ON THE RELATIONSHIP BETWEEN WORK STRESS AND SCHOOL SUPPORT AMONG TEACHERS OF INTEGRATED SCHOOLS IN MACAU, WHICH WAS FILLED OUT IN THE FORM OF AN ELECTRONIC QUESTIONNAIRE. A TOTAL OF 253 QUESTIONNAIRES WERE COLLECTED AND 253 QUESTIONNAIRES WERE USABLE, WITH A USABILITY RATE OF 100%. THE COLLECTED DATA WERE ANALYZED BY DESCRIPTIVE STATISTICS, INDEPENDENT SAMPLE T-TEST, SINGLE FACTOR ANALYSIS OF VARIANCE, AND PEARSON&#8217;S CUMULATIVE DIFFERENCE CORRELATION ANALYSIS, AMONG OTHER STATISTICAL METHODS. BASED ON THE ANALYSIS, THE FOLLOWING CONCLUSIONS ARE AS FOLLOWS: (1) THE OVERALL WORK STRESS OF MACAU&#8217;S INTEGRATED TEACHERS IS MODERATELY HIGH, AND THE MEAN VALUES OF EACH LEVEL ARE RANKED FROM HIGHEST TO LOWEST AS WORKLOAD, PROFESSIONAL KNOWLEDGE, AND ADMINISTRATIVE COOPERATION, AMONG WHICH WORKLOAD AND PROFESSIONAL KNOWLEDGE BELONG TO THE MEDIUM-HIGH LEVEL, AND ADMINISTRATIVE COOPERATION BELONGS TO THE MEDIUM LEVEL.\u00a0 (2)\u00a0 THE OVERALL SCHOOL SUPPORT OF MACAU&#8217;S INTEGRATED TEACHERS IS OF MEDIUM-HIGH LEVEL, WITH THE MEAN VALUES OF EACH LEVEL RANKED FROM HIGH TO LOW AS FAMILY AND FRIENDS&#8217; SUPPORT, PEER SUPPORT, PARENTS&#8217; SUPPORT AND ADMINISTRATIVE SUPPORT, AMONG WHICH FAMILY AND FRIENDS&#8217; SUPPORT, PEER SUPPORT AND PARENTS&#8217; SUPPORT ARE OF MEDIUM-HIGH LEVEL, WHILE ADMINISTRATIVE SUPPORT IS OF MEDIUM-LOW LEVEL.\u00a0 (3)\u00a0 THE OVERALL WORK STRESS OF MACAU&#8217;S INTEGRATED TEACHERS VARIES SIGNIFICANTLY ACROSS THE HIGHEST LEVEL OF EDUCATION AND STAGES OF EDUCATION.\u00a0 (4)\u00a0 THE OVERALL SCHOOL SUPPORT OF MACAU&#8217;S INTEGRATED TEACHERS VARIES SIGNIFICANTLY BY MARITAL STATUS, HIGHEST ACADEMIC QUALIFICATION, YEARS OF TEACHING EXPERIENCE, POSITION HELD, INTEGRATED EDUCATION COURSES PURSUED, NUMBER OF STUDENTS IN THE CLASSROOM, AND THE SIZE OF THE SCHOOL.\u00a0 (5)\u00a0 THE RELATIONSHIP BETWEEN TOTAL WORK STRESS AND TOTAL SCHOOL SUPPORT OF MACAU&#8217;S INTEGRATED TEACHERS WAS FOUND TO BE LOW AND NEGATIVE. IN MACAU, THERE ARE NO SYSTEMATIC RESEARCH HAS BEEN CONDUCTED ON THESE TWO TOPICS. 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