THE STUDY OF POSITIVE WORK ENVIRONMENT TOWARDS WORK FATIGUE OF VOCATIONAL SCHOOL TEACHERS

Abstract

A survey by the King Car Education Foundation (2019) revealed that only 20% of teachers felt prepared for these reforms, highlighting the unpreparedness and pressure felt by the majority. Teachers face challenges, including time-consuming assessments, interdisciplinary collaboration, and parent-teacher
communication difficulties. The COVID-19 pandemic further impacted the educational landscape, necessitating remote teaching and integrating innovative technology to maintain student engagement. This study focuses on training college teachers as the research subjects. Based on this study's research motivation, background, and objectives, we aim to explore the influence of Emotional Labor, Selfreliance, and Social Support on Work Fatigue among vocational college teachers. Relying on advanced statistical procedures, the data analysis of this study is divided into two categories: descriptive statistics and inferential statistics. The results obtained from the study indicate that differences in Gender, Marital Status, Age, Teaching Experiences, and Current Position generate no differences in Work Fatigue. Only differences in Main Teaching generate differences in Work Fatigue. Regarding Multiple Linear Regression Analysis, it is evident that Emotional Labor, Self-resilience, and Social Support significantly influence Work Fatigue. It is recommended that educational institutions and organizations focus on developing emotional labor skills, consider specific self-resilience orientations, and carefully manage different aspects of social support to mitigate Work Fatigue effectively.