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Proceeding Paper

Applying Regression Analysis to Work Stress, Leisure Constraint and Leisure Participation of Nantou County Junior High School Teachers †

by
You-Jie Huang
1,
Ming-Kuo Chen
2,*,
Yu-Yu Lo
1 and
Ho-Yi Chan
1
1
Department of Leisure Service Management, Chaoyang University of Technology, Taichung City 413310, Taiwan
2
General Education Center, Chaoyang University of Technology, Taichung City 413310, Taiwan
*
Author to whom correspondence should be addressed.
†
Presented at the 3rd IEEE International Conference on Electronic Communications, Internet of Things and Big Data Conference 2023, Taichung, Taiwan, 14–16 April 2023.
Eng. Proc. 2023, 38(1), 70; https://doi.org/10.3390/engproc2023038070
Published: 29 June 2023
(This article belongs to the Proceedings of The 3rd IEEE International Conference on Electronic Communications, Internet of Things and Big Data 2023)
Browse Figure
Versions Notes

Abstract

:
This research aims to discover the existing state of public junior high school teachers’ work stress, leisure constraint, and leisure participation. A questionnaire investigation approach was adopted to collect data from public junior high school teachers in Nantou County. A total of 300 questionnaires were distributed, and 295 valid questionnaires were returned. Descriptive statistics and multiple regression analysis were carried out with the data, and the following results were obtained. Nantou County public junior high school teachers’ work stress was at an upper-medium level. Student behavior had the most significant impact on work stress. Teachers’ leisure constraint was at a lower-medium level. The highest leisure constraint was from the structural constraint. Teachers’ leisure participation was at a lower-medium level, and the most frequent participation was entertainment activities. Work stress and leisure constraints had a significant effect on leisure participation. Conclusions and suggestions are provided for the reference of the junior high school teachers, junior high school, and educational institutions for future studies.

1. Introduction

Since the 1990s, Taiwan has undergone major changes in education including class-size reduction, open education, Grade 1–9 curriculum changes, 12-year basic education, teacher evaluations for professional development, and positive discipline for 108 national curriculum guidelines. The role of a teacher is no longer simply to impart knowledge. Today’s teachers not only have to face complicated teaching or administrative work but deal with the increasingly complex behavioral problems of students and communication between parents and teachers. In addition, adapting to the volatile education policy reform and the impact of a declining birthrate are causing work and mental pressure on teachers.
Chi [1] points out that teachers use leisure participation to relieve stress, improve interpersonal relationships, increase work efficiency, and achieve self-realization when faced with work stress. Wu and Liu [2] found that the overall work stress of primary school teachers in the greater Taipei area had different correlations for different leisure activities. Hsu et al. [3] found a positive correlation between work stress and leisure participation. The previous results showed that work stress and leisure participation affect each other. Huang et al. [4] found that the barriers to participation in leisure activities of junior high school teachers have intrapersonal and structural constraints. Ho [5] also found that the leisure constraint of Taiwanese teachers was positively correlated with leisure participation. Thus, work stress, leisure participation, and leisure constraints interact with each other.
Nantou County is located in the center of Taiwan and is a landlocked county including 13 rural areas. Rural schools were founded in every area. This makes Nantou County have the most rural schools in Taiwan [6]. Therefore, to understand the current situation of work stress, leisure participation, and leisure constraints among junior high school teachers in Nantou County, we analyzed the impact of teachers’ work stress and leisure constraints on leisure participation.

2. Literature Review

2.1. Teacher Work Stress

Teaching is one of the professions with the highest amount of work stress [7]. The relevant research on teachers’ work stress was first proposed [8]. Teachers’ work stress comes from many aspects [9,10,11,12,13,14,15,16]. When teachers are engaged in teaching or administrative-related work, they are faced with expectations, requirements, and responsibilities assigned to their work beyond their tolerance. When individuals are unable to adapt, negative emotions such as anxiety, tension, anger, and frustration arise. Many influencing factors cause teachers’ work stress. A teacher work stress scale was developed according to the sources of teachers’ work stress: student behavior, parent–teacher communication, working engagement, interpersonal relationship, and professional knowledge [16,17].

2.2. Leisure Constraint

We adopted the views from refs. [18,19,20,21,22,23] to define teacher leisure constraints. Teachers engage in preferred leisure activities in their leisure time but are affected by internal or external factors, resulting in a reduction or inability to participate in leisure activities. This is defined as teacher leisure constraints. Leisure constraints are sorted out and summarized into three types of factors that hinder individuals’ participation in leisure activities [18]: intrapersonal constraints, interpersonal constraints, and structural constraints [24,25,26,27,28].

2.3. Leisure Participation

Referring to previous studies [23,29,30,31,32,33], we define teacher leisure participation as the free choice and participation of teachers in their leisure time for the activities of interest. In this study, we used subjectivity analysis, factor analysis, and multidimensional scaling [27,34,35,36]. In recent years, subjectivity analysis has been used for the leisure participation of teachers. In this study, subjectivity analysis is used to divide leisure activity participation into six categories: outdoor, sports, social, entertainment, hobby, and knowledge [23,37,38].

2.4. Relationship between Work Stress, Leisure Constraint, and Leisure Participation

References [1,39,40] revealed that the leisure constraints of junior high school teachers were significantly and negatively correlated with leisure participation. Tseng [37] found that the external and interpersonal obstacles of secondary school teachers in leisure constraints were negatively correlated with sports leisure activities. Although the subjects were not teachers, leisure constraints had a significant negative impact on leisure participation [21,23,41,42]. Based on the above, we assumed that the leisure constraints of junior high school teachers have a significant negative impact on leisure participation.
Teachers’ work stress showed a small positive correlation with leisure participation [43]. The working engagement of work stress was significantly and negatively correlated with the sports and hobbies of leisure participation [1]. Professional knowledge and family leisure participation had a significant negative correlation. Instructional coaching was significantly negatively correlated with participation in sports. The increased pressure of interpersonal relationships encouraged part-time administrative teachers to find opportunities to communicate and coordinate with others, which increased participation. Teachers’ work stress had a significant negative impact on the degree of leisure participation [40,41]. Based on the above, it was assumed that the work stress of junior high school teachers had a significant impact on leisure participation [44].

3. Research Methodology

3.1. Research Subjects

The qualified public junior high school teachers serving in Nantou County in the 110th academic year were recruited as the research subjects, including part-time administrative teachers, full-time teachers, and class teachers. Teacher trainees, acting teachers, and substitute teachers were excluded. Stratified sampling was used for the sampling of a questionnaire survey. Based on the proportion of teachers in remote areas and general areas [45], 135 teachers from rural schools and 165 from schools in general areas were invited.

3.2. Research Method

The questionnaire consisted of four parts. The first part was for basic personal information. The second part contained a modified teacher work stress scale [16,17], and the third part included a modified leisure constraint scale [46,47]. The fourth part contained a leisure participation scale [39,40,41]. The research structure is shown in Figure 1.
According to the above research framework, two research assumptions were proposed.
H1. 
Work stress has a significant impact on leisure participation.
H2. 
Leisure constraints have a significant impact on leisure participation.

4. Results

The snowball method was used to conduct online surveys. A total of 300 questionnaires were connected between June and July 2022. After excluding invalid questionnaires, 295 valid questionnaires were collected with an effective recovery rate of 98.33%. Cronbach’s α reliability analysis was performed on the questionnaires [46], and their reliability was validated with all scores over 0.75.

4.1. Basic Information of Subjects

The basic information of the subjects in this study is as follows. There were more female teachers (182), accounting for 61.7% of teachers, and 113 male teachers (38.3%). A total of 112 teachers were 41–50 years old (38%), and 102 were 31–40 years old (34.6%), while 46 (15.6%) were over 51 years old. A total of 35 were 21–30 years old (11.9%). An amount of 180 were married (61%), while 115 were not (39%). A total of 84 teachers had a teaching experience of 16–20 years (28.5%), 65 with over 20 years (22%), 63 with 11–15 years (21.4%), 49 with 6–10 years (16.6%), and 34 with less than 5 years (11.5%). The largest number (144) had the title of a mentor (48.8%), 75 had the title of full-time teacher (25.4%), 51 had the title of teacher and group leader (17.3%), and 25 had the title of directors (8.5%).

4.2. Work Stress, Leisure Constraints, and Leisure Participation

The average score of the overall work stress of junior high school teachers in Nantou County was 3.02, indicating that their work stress was moderately high. Teachers’ perception of work stress was the highest for student behavior (3.44), followed by professional knowledge (3.28). Work stress was less in interpersonal relationships (2.56), parent–teacher communication (2.76), and working engagement (2.98).
The average overall score of leisure constraints was 2.93, indicating that the teachers did not feel leisure constraints considerably. The constraints were caused by structural constraints (3.12), while intrapersonal constraints (2.77) and interpersonal constraints (2.90) were less pronounced.
The frequency of leisure participation showed the highest average score (3.71). The average score of leisure participation for knowledge, outdoor leisure, sports leisure, social leisure, and hobby leisure was 2.93, 2.68, 2.53, 2.37, and 2.00, respectively.

4.3. Work Stress on Leisure Participation

Work stress had a significant positive impact on leisure participation. Working engagement had a significant positive effect on outdoor leisure participation (t = 1.985; p < 0.05; β = 0.164). Parent–teacher communication had a significant positive effect on sports leisure participation (t = 2.284; p < 0.05; β = 0.220). Interpersonal relationship to social leisure participation (t = 3.276; p < 0.01; β = 0.207), to hobby leisure participation (t = 2.908; p < 0.01; β = 0.184), and knowledge leisure participation (t = 4.022; p < 0.001; β = 0.255) had a significant positive impact, and student behavior (t = 2.258; p < 0.05; β = 0.215) had a significant positive impact on entertainment leisure participation.
Each cause of work stress had a significant negative impact on leisure participation. Student behavior on outdoor leisure participation (t = −2.915; p < 0.01; β = −0.281) and sports leisure participation (t = −2.850; p < 0.01; β = −0.269) had a significant negative effect. Professional knowledge had a significant negative effect on sports leisure participation (t = −3.808; p < 0.001; β = −0.264). Professional knowledge had a significant negative effect on hobby leisure participation (t = −4.277; p < 0.001; β = −0.296). The results are detailed in Table 1.

4.4. Work Stress on Leisure Participation

Each cause of work pressure had a significant positive impact on leisure participation. Structural constraints showed significant positive effects on social leisure participation (t = 5.373; p < 0.001; β = 0.265), entertainment leisure participation (t = 4.776; p < 0.001; β = 0.312), hobby leisure participation (t = 7.947; p < 0.001; β = 0.475), and knowledge leisure participation (t = 4.500; p < 0.001; β = 0.277). In addition, intrapersonal constraints had a significant positive impact on knowledge leisure participation (t = 3.122; p < 0.01; β = 0.259).
Each cause of leisure constraints had a significant negative impact on leisure participation. Intrapersonal constraints had a significant negative impact on outdoor leisure participation (t = −2.634; p < 0.01; β = −0.218), sports leisure participation (t = −4.713; p < 0.001; β = −0.359), and entertainment leisure participation (t = −2.567; p < 0.05; β = −0.227). Interpersonal constraints had a significant negative impact on outdoor leisure participation (t = −3.201; p < 0.01; β = −0.246), sports leisure participation (t = −3.582; p < 0.001; β = −0.254), social leisure participation ( t = −3.392; p < 0.001; β = −0.272), and hobby leisure participation (t = −4.756; p < 0.001; β = −0.357).
Such results showed that interpersonal constraints impacted leisure participation negatively but structural constraints had a positive impact. The results are detailed in Table 2.

5. Conclusions

Based on the results of this study, the following conclusions are drawn.
Junior high school teachers in Nantou County felt work stress at a moderately high level. This result is similar to the findings of refs. [43,47,48,49]. Student behavior was the most important cause of work stress followed by professional knowledge, which is also similar to the results of refs. [43,47,49,50]. In many rural schools in Nantou County, students are less willing to learn. Teachers feel pressure and have to follow many educational policies and institutional changes. Teachers have to continue studying and increasing their professional knowledge; so their workload is increasing day by day with work stress. However, the teachers did not feel leisure constraints as much. They mainly had structural constraints and had the least interpersonal constraints. Intrapersonal constraints significantly impacted leisure constraints, which is similar to the findings of refs. [27,51]. The leisure constraints of the teachers in Nantou County were only affected by external factors. Since the spread of COVID-19 in 2019, many restrictions have been formulated to reduce the movement of people. When people went out for leisure activities, they needed to consider whether the leisure environment was safe and disinfected. This made structural leisure constraints relatively important.
For the teachers’ leisure participation, entertainment was the most important followed by knowledge, outdoor, sports, social, and hobby constraints. This result is similar to the findings of refs. [27,51,52]. The teachers’ leisure participation frequency was reduced since 2019 due to COVID-19. The teachers’ work stress from student behavior significantly impacted entertainment leisure participation positively and outdoor leisure participation and sports leisure participation negatively. Knowledge had a significant negative impact on sports and hobby leisure participation. High pressure from these factors impacted leisure participation in general, which supported the first hypothesis. Structural constraints were affected by leisure constraints, which also impacted social, entertainment, hobby, and knowledge leisure participation. This supported the second hypothesis of this study.
Based on these results, the following suggestions are made. The teachers need to have co-study time through teaching and research meetings each semester. Teachers can solve problems encountered in teaching through discussion, and brainstorm to find better teaching methods and improve students’ learning motivation and effectiveness. The teachers can also participate in diversified leisure activities and the cultivation of their hobbies to relax their body and mind, and relieve work stress. As the work stress of the teachers mainly came from student behavior and professional knowledge, it is recommended that the school administration support and assist teachers in dealing with student and parent issues. In addition, as the travel time for Nantou County rural schoolteachers to participate in the off-campus teacher study course is longer, school administrators need to organize such courses and stress relief-related courses on campus. Then, teachers can use their spare time to participate in learning, enrich their professional knowledge, and reduce work stress.
The Ministry of Education is currently actively promoting students having tablets, financially supporting schools to purchase tablets, and providing learning opportunities for teachers to enhance their professional knowledge using tablets for classes and facilities to avoid network problems in learning. Education administrators must listen to the opinions of all parties and evaluate the appropriateness and feasibility of the policy carefully. Public resources can relieve teachers’ work stress by understanding and respecting the teachers.

Author Contributions

Conceptualization, Y.-J.H. and M.-K.C.; methodology, Y.-J.H. and Y.-Y.L.; writing—original draft preparation, Y.-J.H., Y.-Y.L. and H.-Y.C.; writing—review and editing, M.-K.C. and Y.-J.H. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

The data of this study was used to support the findings of this study are available from the corresponding author upon request.

Conflicts of Interest

The authors declare no conflict of interest.

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Engproc 38 00070 g001 550
Figure 1. Research framework.
Figure 1. Research framework.
Engproc 38 00070 g001
Table
Table 1. Impact of work stress on leisure participation.
Table 1. Impact of work stress on leisure participation.
Dependent VariableInfluence DimensionsBβSS
OutdoorStudent Behavior **−0.332−0.2813.1%
Working Engagement *0.1930.164
SportsStudent Behavior **−0.457−0.2697.2%
Parent–Teacher Communication *0.3730.220
Professional Knowledge ***−0.418−0.264
SocialInterpersonal Relationship ***0.2070.2067.2%
EntertainmentStudent Behavior *0.2890.2155.4%
HobbyInterpersonal Relationship **0.2120.1847.5%
Professional Knowledge ***−0.382−0.296
KnowledgeInterpersonal Relationship ***0.3280.2556.6%
*** Standardized loadings are significant at p < 0.001. ** Standardized loadings are significant at p < 0.01. * Standardized loadings are significant at p < 0.05.
Table
Table 2. Impact of work pressure on leisure participation.
Table 2. Impact of work pressure on leisure participation.
Dependent VariableInfluence DimensionsBβSS
OutdoorIntrapersonal constraints
Interpersonal constraints		−0.288
−0.375		−0.218
−0.246		17.9%
SportsIntrapersonal constraints
Interpersonal constraints		−0.684
−0.556		−0.359
−0.254		30.5%
SocialInterpersonal constraints
Structural constraints		−0.417
0.434		−0.272
0.343		11.2%
EntertainmentIntrapersonal constraints
Structural constraints		−0.341
0.445		−0.227
0.312		6.6%
HobbyInterpersonal constraints
Structural constraints		−0.636
0.697		−0.357
0.475		22.1%
KnowledgeIntrapersonal constraints
Structural constraints		0.449
0.454		0.259
0.277		17.2%
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Huang, Y.-J.; Chen, M.-K.; Lo, Y.-Y.; Chan, H.-Y. Applying Regression Analysis to Work Stress, Leisure Constraint and Leisure Participation of Nantou County Junior High School Teachers. Eng. Proc. 2023, 38, 70. https://doi.org/10.3390/engproc2023038070

AMA Style

Huang Y-J, Chen M-K, Lo Y-Y, Chan H-Y. Applying Regression Analysis to Work Stress, Leisure Constraint and Leisure Participation of Nantou County Junior High School Teachers. Engineering Proceedings. 2023; 38(1):70. https://doi.org/10.3390/engproc2023038070

Chicago/Turabian Style

Huang, You-Jie, Ming-Kuo Chen, Yu-Yu Lo, and Ho-Yi Chan. 2023. "Applying Regression Analysis to Work Stress, Leisure Constraint and Leisure Participation of Nantou County Junior High School Teachers" Engineering Proceedings 38, no. 1: 70. https://doi.org/10.3390/engproc2023038070

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