The Investigation And Thought On Occupational Stress Of The Vocational College Teachers In Shan Dong Province

Since C.Kyriacou & J.Sutcliffe of Cambridge University brought forwardthe concept of occupational stress of teachers in 1978, it has been a subject ofworldly study.Now, the advanced vocational education has developed into "the halfterritory"of our nation's high education, become the indispensable part of higheducation, and important pillars of our nation's economic construction andsocial development. However, the rapid growth of advanced vocationaleducation brings not only unprecedented opportunities to numerous vocationalcollege teachers, but also great impact. The oversize professional stress bringsstrong impact to teachers, students even the whole education career. Nowadaysin our country, broad study has been carried out on professional stress in otherprofessions, such as teachers in middle school and primary school, nurses,administers, but study on professional stress of college teachers is not sothorough, and the results of such study are far from plenty, particularly the studyon a new division of college teachers, the teachers in vocational colleges is veryscarce. Our research is based on investigations of 388 teachers in vocationalcolleges of Shandong province and finds that:1. Nearly half(46.6%) of the vocational college teachers think that theiroccupational stress is high or much too high, on the other hand, the ones whothink that they have no stress or only trivial stress just comprise 12.4 percent ofthe whole amount investigated. The average stress value of the whole 388teachers is 3.40, which lays between common stress(3) and high stress(4), as awhole, the sense of occupational stress of vocational college teachers is heavy,occupational stress is prevalent among vocational college teachers. Theoccupational stress is mainly rooted in the school causes.2. The occupational stress of vocational college teachers do not showdiscrepancy on different genders, titles or being whether a teacher with twoidentities(both a teacher and a engineer) or not.The stress of vocational college teachers differentiates remarkably onages, educational backgrounds, teaching ages, courses taken, average coursehours per week, whether taking a virtual training course, whether a teacher incharge of a class.The larger age, the higher stress;the lower education background, thehigher stress;the longer teaching years, the high stress;teachers who takepublic courses have higher occupational stress than the ones engaged inspecialty courses and primary specialty courses;12 average course hours perweek is the watershed of the teachers' workload;the stress of teachers whoteach virtual training courses is lower than that of the ones who do not teachsuch courses;the stress of vocational college teachers who are in charge of aclass is lower than that of the ones who do not.Our study carries out discussions based on the results above andadvances suggestions as below:The society should undertake support actively, the school shouldexpedite teachers to grow uninterruptedly;the teachers themselves shouldunderstand the stress and their impact correctively, and take positive actions.Our study is the first inquisition among domestic study on the samesubject, the study results have theoretic values for reference and practicalguidance effect on promoting the upstanding growth of advanced vocationaleducation.