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Analysis of Factors that Stress Science Teachers and Analysis of Stresses Related to Teaching Science

과학교사의 스트레스 분석 및 과학 교수 관련 스트레스 사례 분석

  • Received : 2014.02.19
  • Accepted : 2014.04.01
  • Published : 2014.04.30

Abstract

The purpose of this study is to investigate the stress factors experienced by science teachers and stress related to science teaching. To do these, I have developed the Science Teacher Stress Inventory, which consisted of 50 stress factors with subcategories such as student characteristics, teacher characteristics, school environment, administrative procedures, and conditions of service. 104 science teachers have participated in this questionnaire survey. Additionally, I got 109 stress cases related to science teaching from surveys of 25 science teachers. Results are as follows: first, stress from students characteristic and administrative procedures are perceived as having more stress factors than teacher characteristics, school environment, and conditions of service. Second, stress in affective domains such as students' low motivation in science and insincere class attitude is perceived as having more stress factors than stress in cognitive domain. Third, female science teachers are significantly more stressed than male science teachers. Fourth, students' low motivation and low understanding in science learning are the most stressful factors in stress related to science teaching. Fifth, science teachers feel more stress in evaluation such as experiment test and joint-set exam questions.

Acknowledgement

Supported by : 한국연구재단

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