Investigation And Research On The Present Situation Of Work Stress Of Primary School Teachers In Regular Classes

It has been widely concerned by the society and the academic circle since the implementation of inclusive education in China.However,few scholars have done research about the problem of work pressure suffered by inclusive education teachers,which have a key impact on the development of inclusive education.Therefore,this study starts from the placement model of inclusive education to discuss the status quo and countermeasures of the work pressure of inclusive education teachers in primary schools.Based on the existing research,the researcher made a suitable questionnaire for this research,it was not only revised by combining with the background and teachers' characteristics,but also through depth interview and questionnaire pilot test results of the questionnaire.205 elementary school teachers in S city were selected to participate in the research,adopting the methods of descriptive statistics,T test,single factor variance analysis and LSD multiple comparison,conclusions were made below:1.Generally speaking,inclusive education teachers in primary schools are under great pressure at work.According to the statistical analysis of their self-rated scores of personal feeling of pressure,it can be seen that as many as 69.6% of the subjects believe that they are under great pressure.2.Inclusive education teachers in primary schools feel the greatest pressure is from professional skills,and the average pressure in this dimension is 3.88(the lowest score is 1 and the highest score is 5).Secondly,another comes from workload,the average pressure in this dimension is 3.76.The other dimensions are role pressure,school factor,social factor and student factor from high to low according to the mean value of stress.3.Personal background factors,such as gender,teaching years,education background,professional background,teaching experience in class,reasons for studying in class,etc,all have different degrees of influence on work pressure.Amongthe gender factors,male teachers feel more pressure in terms of workload than female teachers.Among the factors of educational background,teachers with college degree feel the most pressure from work.Among the factors of teaching age,teachers with less than 5 years of teaching experience feel the greatest work pressure;Among the factors of teaching grade,teachers of junior grade and senior grade feel more work pressure than those of middle grade.Among the factors with or without special education professional knowledge background,teachers with special education professional knowledge background feel the greatest pressure in the dimension of role pressure.Among the factors of teaching experience in the classes with or without teaching experience,the working pressure of the teachers in the classes with teaching experience for the first time was significantly higher than that of the teachers with teaching experience.According to the survey results and interviews,it is found that the causes of the work pressure of the inclusive education teachers in primary schools are as follows:lack of teaching skills for special children,heavy work tasks,vague role positioning,shortage of special education resources in schools,insufficient social support,and low learning motivation of special students.Based on the results of the survey,this study puts forward some suggestions on how to relieve the work pressure of the teachers in the primary school from the following three aspects: administrative department for education,schools and teachers:The educational administrative department should increase the opportunity of the technical training for inclusive education teachers in primary schools,perfect the related service system of the resettlement mode of the students who study in regular classroom,and strengthen the propaganda of the resettlement mode of the students who study in the class.The schools,in accordance with the requirements,shall implement the teacher quota of the classes to be attended with the class,establish the special educationteaching group of the school,equip the special teaching equipment suitable for the study of the special children in the school,and invite the experienced teachers to come to share the guidance regularly.Teachers should learn to self-adjustment,enhance the ability to adjust to pressure.At the same time,they should improve their enthusiasm for education and work,strengthen their own special education professional quality,and strive to improve personal comprehensive in order to calmly deal with the pressure of work.