A study on teaching problems and coping strategies of social study field teachers

The purpose of this study is to explore the teaching problems that encountered by the junior high school teachers in social study field and the coping strategies based on individual background and school environment variables. Questionnaire survey method was established after thoroughly literature reviewing. A total of 264 valid questionnaires were returned while 342 questionnaires have been sent, and valid return ratio was 77.2%. The collected data was analyzed by statistical methods of frequency distribution, percentage, mean, standard deviation, T test, one-way ANOVA, Scheffe posteriori comparison and Pearson correlation. Conclusions and recommendations were made in accordance with the results of the analysis.Results were summarized as follows:1."Classroom Management" and "Teacher's Professional Competence" are viewed as the highly disturbing problems to junior high school teachers in social study field; and "positive" is their responding strategy when encountering problems.2.Teaching problems of junior high school teachers in social study field have significant differences due to different ages, positions, school located areas and school size.3.As junior high school teachers in social study field, Adjunct homeroom teachers are more actively seeking for solutions than adjunct administrative teachers; and adjunct administrative teachers are more actively looking for help than subject teachers.