Stressors and stressor response levels of Hong Kong primary school music teachers

Marina W Y WONG*, Maria P Y CHIK, Edmund Sze Shing Chan

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

5 Citations (Scopus)
79 Downloads (Pure)


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.

Original languageEnglish
Pages (from-to)4-16
Number of pages13
JournalInternational Journal of Music Education
Issue number1
Publication statusPublished - Feb 2018

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

  • Hong Kong
  • primary school music teachers
  • quantitative research
  • stress


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