International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 6(2), pp. 32-35. June, 2018.

ISSN: 2360-7866

DOI: 10.14662/IJARER2018.026

Full Length Research

Teacher Stress and Satisfaction in Bayangol district of Ulaanbaatar Schools

Delgertsogt Sugarsuren¹, Enkhbayar Gerelchuluun², Erdenetsogt Togosmaa³, Jambaldorj Batsuuri⁴, Battulga Sainjargal⁵

^{1, 2, 3,4} Graduate Institute of Professional Development in Education, Da-Yeh University, Taiwan

⁵Department of Environmental Engineering, Da-Yeh University, Taiwan

Email: mgl.tw.ij2018@gmail.com

Accepted 5 June 2018

In this research, we examine how the frequency of use of social access is connected to teacher stressors, job satisfaction, career intentions, professional engagement, and awakening of stigma associated with teacher stress. Using data from self-evaluation question lists (164=n) from teachers in Bayangol District of Ulaanbaatar City, we found that teachers almost never spoke of their stress to their health care providers and instead used the family, fellow teachers, friends, and sometimes their principals. The frequency with which teachers accessed different social support networks differed according to the upsetting thing. Teachers who often spoke of stress to their friends had a weak sense of career plan and professional commitment. Men were less likely to talk to their different social supports for stress. This research adds to the studies by exploring the frequency of contact with and the use of social supports and their effect on teacher stress on teaching.

Keyword: Teacher, stress, career, satisfaction, Mongolia

Cite This Article As: Sugarsuren D, Gerelchuluun E, Togosmaa E, Batsuuri J, Sainjargal B (2018). Teacher Stress and Satisfaction in Bayangol district of Ulaanbaatar Schools. Inter. J. Acad. Res. Educ. Rev. 6(2): 32-35
 

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