特殊教育學校教師情緒管理與工作壓力之研究

Abstract

本研究旨在探討我國特殊教育學校教師不同背景變項其情緒管理與工作壓力的現況與兩者間的關係，並根據研究結果提出建議。 本研究採用問卷調查法進行研究。以自編「特殊教育學校教師情緒管理與工作壓力之調查問卷」為研究工具，共分為基本資料、情緒管理量表、工作壓力量表等三部分。以台灣各特殊教育學校教師350人為研究樣本寄發問卷，回收307份，有效問卷303份，有效問卷回收率達86.6%。正式問卷統計方法採用t檢定、單因子變異數分析、皮爾遜積差相關等方法進行資料處理與分析。 本研究之結論如下： 一、特殊教育學校教師的情緒管理屬良好程度。 二、特殊教育學校教師的工作壓力屬適中程度。 三、不同性別、年齡、婚姻狀況、特教服務年資、宗教信仰、擔任職務、任教階段、任教學生主要障別的特教學校教師，其情緒管理無顯著差異。 四、不同性別、婚姻狀況、特教服務年資、任教階段等不同背景的特教學校教師，其工作壓力無顯著差異。然而，在人際關係的壓力感受上，31-40歲的教師組顯著大於51歲以上的教師組；在工作負荷層面上兼行政教師之工作壓力顯著大於專任教師；且任教學生主要障別是肢障的教師之工作壓力顯著大於障別是智障之教師；有宗教信仰之特教學校教師整體工作壓力感受顯著低於無宗教信仰之教師。 五、特教學校教師的情緒管理與工作壓力呈現顯著的負相關。 根據研究結論，針對教育行政機關、學校行政單位、特教學校教師及未來研究者，提出建議以供參考。The purpose of this study was to explore the emotional management and job stress of teachers in special education schools in Taiwan. The research method used was a questionnaire survey. It was “A questionnaire of emotional management and job stress”, which was developed by the researcher. This subject included 303 teachers from all special education schools in Taiwan. The statistical procedures included t-test, one-way ANOVA and Pearson's product-moment correlation. And according to this particular survey there were five major findings: 1.Teachers in special education school possessed enormous competency of teachers’ emotional management. 2.Special education school teachers’ perception of the job stress was regarded as an intermediate at a certain degree. 3.There was no significant difference in teachers’ emotional management. 4.This significant difference was found in teachers’ job stress due to the differences of having religion or not, the age, the position and students of the main obstacle. 5.There was significant negative correlation between the special education school teacher’s emotional management and job stress.