慈輝班教師工作壓力及其因應方式之研究

Abstract

本研究旨在了解慈輝班教師的工作壓力及其因應方式，並探討不同背景變項（包括性別、年齡、職務、教學年資、婚姻狀況）的慈輝班教師，工作壓力與其因應方式的差異情形，並進一步提出適當建議，以為有關當局之參考。 為回答研究問題並進而達成研究目的，本研究以量化問卷調查法為主軸，輔以質性訪談。研究者以臺灣地區十所慈輝班教師為研究對象，共訪談慈輝班組長、導師及專任教師等六人，並以自編「慈輝班教師工作壓力及其因應方式調查問卷」，對慈輝班教師實施調查研究，共計發出問卷66份，回收問卷57份，有效問卷55份，可用率為83.3%。研究所得之資料以SPSS 19.0 for Windows統計軟體進行次數分配、百分比、平均數、標準差、獨立樣本t考驗、單因子變異數分析、皮爾遜（Pearson）積差相關，並以薛費法（Scheffé method）進行事後比較等統計方法分析討論，獲致以下結論： 一、慈輝班教師整體工作壓力的感受，呈現中等程度，並以「工作負荷重」的壓力為最大。研究發現，工作壓力層面由高至低依序是：工作負荷重、專業知 能欠佳、行政支持不足、人際互動不良。 二、慈輝班教師面對工作壓力時，整體而言，採用中度頻率的因應方式，並以「情緒調適」為最多。研究發現，因應方式層面的調適由高至低依序是：「情緒調適」、「理性分析」、「尋求協助」。 三、不同背景變項（包括性別、年齡、職務、教學年資、婚姻狀況）的慈輝班教師，對於工作壓力的感受，均未達顯著差異。 四、不同背景變項（包括性別、年齡、職務、教學年資、婚姻狀況）的慈輝班教師，對於壓力因應方式，均未達顯著差異。 五、慈輝班教師工作壓力與因應方式，在整體及各層面上，部分有顯著正相關。

The main purpose of this study was not only to understand the job stress and its coping strategies of teachers at Tsehuei Class in Taiwan but also to discuss the differences and mutual influences of various background elements (such as gender, age, job, teaching experience, and marriage status) on the job stress and strategies of the teachers above. With the aid of the qualitative interviews with 6 teachers, the study was mainly made in the questionnaire survey with the target of teachers at Tsehuei Class in Taiwan. A total of 66 questionnaires were issued with 55 valid questionnaires received. Survey availability was 83.3%. To analyze the survey data, SPSS for windows 19.0 was adopted to perform frequency distribution, percentage, average, standard deviation, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and Scheffé method. The major findings were as follows: 1.The reception in job stress of teachers at Tsehuei Class was medium, and “heavy workload” was the most serious. The pressure of the following next was from “poor professional competency”, “inadequate administrative support”, and “bad interpersonal relationship”. 2.As a whole, the undertaking strategies for affronting job stress from Tsehuei Class teachers were medium, and “emotional adjustment” was most frequently used. The strategies of the following next were “rational analysis” and “searching for support”. 3.Teachers at Tsehuei Class had no different levels of job stress due to different backgrounds. 4.Teachers at Tsehuei Class had no different levels of coping strategies due to different backgrounds. 5.The overall reception between job stress and coping strategies of Tsehuei Class teachers were positively related in some parts.