TY - JOUR
T1 - Stressors and stressor response levels of Hong Kong primary school music teachers
AU - WONG, Marina W Y
AU - CHIK, Maria P Y
AU - Chan, Edmund Sze Shing
N1 - Funding Information:
This research was funded by the General Research Fund of Hong Kong Research Grants Council –HKBU248911.
PY - 2018/2
Y1 - 2018/2
N2 - Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: “changing education policy of the government”; “being observed by colleague, student teachers, college tutors, inspectors or parents”; “too much subject matter to teach”; “inclusive education”; and “additional administrative work”. An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents’ individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers’ stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.
AB - Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: “changing education policy of the government”; “being observed by colleague, student teachers, college tutors, inspectors or parents”; “too much subject matter to teach”; “inclusive education”; and “additional administrative work”. An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents’ individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers’ stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.
KW - Hong Kong
KW - primary school music teachers
KW - quantitative research
KW - stress
UR - http://www.scopus.com/inward/record.url?scp=85090269153&partnerID=8YFLogxK
U2 - 10.1177/0255761417689923
DO - 10.1177/0255761417689923
M3 - Journal article
AN - SCOPUS:85090269153
SN - 0255-7614
VL - 36
SP - 4
EP - 16
JO - International Journal of Music Education
JF - International Journal of Music Education
IS - 1
ER -