Document Type

Journal Article

Department/Unit

Department of Education Studies

Language

English

Abstract

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.

Keywords

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

Publication Date

2-2018

Source Publication Title

International Journal of Music Education

Volume

36

Issue

1

Start Page

4

End Page

16

Publisher

SAGE Publications

DOI

10.1177/0255761417689923

Link to Publisher's Edition

https://doi.org/10.1177/0255761417689923

ISSN (print)

02557614

ISSN (electronic)

1744795X

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