[[abstract]]The Effects of Junior High School Teachers’Personal Perceived Stress of Education Reform and Coping Behaviors on Professional Attitudes Abstract The purpose of this study is to investigate the effects of junior high school teachers’ perceived stress of education reform and coping behaviors on professional attitudes. This study used the questionnaire survey as its means of data collection. The research sample consisted of 623 teachers in a total of 71 public junior high schools in Taiwan. The research tools used were as follows: “Teachers’ Education Reform Stress Scale”, “Perceived Appraisal of Education Reform Scale”, “Coping Behavior of Education Reform Scale”, and “Professional Attitudes of Teachers Scale”. In order to test the research hypothesis, the data obtained from the survey was analyzed by t test, ANOVA, multiple regression, path analysis, and SEM（Structural Equation Modeling）. The main research results are as stated below: 1.The stress from the education reform is “Middle level” for teachers, and the curriculum aspect is the heaviest for them. 2.The perceived level of “threatening and harmful” is higher than that of “challenging and beneficial” for teachers’ perceived appraisal of education reform. 3.The “problem-orientation” coping behavior is more common than the “emotional-orientation” coping behavior for education reform used by teachers. 4.The display of education attitude is the best for the positive and enthusiastic tendency towards professional attitudes of teachers. 5.There is significant variance in education reform stress for teachers with different educational backgrounds and positions. 6.There is significant variance in perceived appraisal of education reform for teachers with different educational backgrounds. 7.There is significant variance in coping behavior for teachers with different educational backgrounds. 8.There is significant variance in professional attitudes for teachers with different educational backgrounds and positions. 9.Education Reform stress, perceived appraisal of education reform, and coping behavior for education reform as means to effectively predict professional attitudes of teachers. 10.Education reform stress had no direct effect on the results of professional attitudes of teachers. However, it had indirect effect on professional attitudes of teachers by perceived appraisal and coping behavior of education reform. 11.“Education Reform Stress Model” can be used to interpret the current situation of junior high school teachers facing education reform. According to the results stated above, this study provides seven recommendations. Key words: Education Reform, Teachers’personal perceived stress of education reform, Coping behavior for education reform, Professional attitudes of teachers.
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