This study focuses on job stress and coping strategies of senior high school teachers with concurrent administrative work. The purpose is to understand the sources of those teachers’ job stress and their coping strategies. This study adopts qualitative inquiry methodology, proceeding in-depth interviews, supplemented by document analysis. By studying and analyzing the collected data and information, we get the following conclusions:
All of the respondents currently feel the job stress, and the sources of job stress are mainly from the heavy workload and unfamiliarity with the business. The sources of job stress of teachers with concurrent administrative work are divided into four dimensions to explore, including interpersonal relationships, workload, professional knowledge and superior leadership. And the respondents feel the job stress mainly from "interpersonal relationships" and "workload" dimensions. The coping strategies of job stress of teachers with concurrent administrative work are divided into five dimensions to explore, including the rational thinking, problem solving, seeking support, delayed processing and emotional adjustment. And the respondents mainly adopt "rational thinking" and "problem solving" coping strategy dimensions.
Based on the findings, this study makes the following recommendations as followings: we suggest that senior high schools can establish a reasonable division of labor system, set up job rotation system, encourage teachers with concurrent administrative work to participate in seminars on administration and to have job training, and well manage interpersonal relationships; we also suggest that teachers with concurrent administrative work can upgrade their professional knowledge, apply more stress coping strategies, build good interpersonal relationships, and develop the ability of good emotional management.