高中職身心障礙資源班教師工作壓力及因應策略之研究
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2013
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本研究旨在暸解公立高中職資源班教師工作壓力及因應策略之現況，探討不同背景變項之高中職資源班教師工作壓力及因應策略差異情形，進而分析工作壓力及因應策略相關情形，並根據研究結果提出若干建議，供教育行政機關、學校、資源班教師及後續研究者參酌。
本研究採調查研究法，研究工具為研究者自編「高中職身心障礙資源班教師工作壓力及因應策略問卷」，以公立高中職資源班教師為研究對象進行問卷普查，共發出165份問卷，回收140份有效問卷，所得資料以描述性統計、t考驗、單因子變異數分析及典型相關等統計方法進行分析。
依據資料結果，本研究之主要發現如下：
1.公立高中職資源班教師整體工作壓力感受程度為「中等偏高」，五個層面的工作壓力感受由高而低，依序為「專業成長」、「工作負荷」、「行政支持」、「教學輔導」及「人際關係」。
2.公立高中職資源班教師於因應策略使用頻率為經常使用程度，五個因應策略層面使用頻率由高而低，依序為「理性思考」、「解決問題」、「尋求協助」、「自我調適」及「拖延逃避」。
3.公立高中職資源班教師工作壓力感受因不同「婚姻狀況」、「年齡」、「擔任職務」、「資源班教學年資」、「普通班班級數」、「綜職科班級數」、「資源班總人數」及「服務學生人數」而有顯著差異。
4.公立高中職資源班教師因應策略使用頻率，因「性別」、「年齡」、「綜職科班級數」之不同而有顯著差異。
5.公立高中職資源班教師工作壓力及因應策略之間有相關存在。
The purposes of this study are to investigate the job stress and coping strategies, to analyze the difference and relationships of different variables of resource room teachers in senior high schools, and to make some suggestions to educational administrative, senior high schools, resource room teachers and future researchers according to the results. This survey study sought to explore the job stress and coping strategies of resource room teachers in senior high schools. The instrument used was the self-developed investigation tool “Questionnaire for Investigation of Job Stress and Coping Strategies of Resource Room Teachers in Senior and Vocational High Schools”. One hundred and sixty five resource room teachers were asked to complete the questionnaire and 140 surveys were returned. Data analysis included both descriptive statistics and inferential statistics (t-test, one-way ANOVA and canonicalcorrelation analysis). The major findings of this study are as follows: 1.The overall job stress on the resource room teachers is medium to high. Among various dimensions of job stress, the teachers present the highest level of job stress in professional development, and then heavy workload, administrative support, teaching and counseling and relationships with others. 2.The overall coping strategy on the resource room teachers is at high level. Among various dimensions of coping strategies, the teachers use rational thinking most often, and then solving problem, requesting reinforcements, self-adjustment and put off and escape. 3.The job stress perceived by the resource room teachers differ significantly with different personal variables in marriage, age, duty, resource room teaching seniority, number of normal class, number of special education class, number of resource room student, and number of resource roomservice case. 4.The coping strategies adopted by the resource room teachers differ significantly with different personal variables in gender, age, and number of special education class. 5.There is significant correlation between job stress and coping strategies.
The purposes of this study are to investigate the job stress and coping strategies, to analyze the difference and relationships of different variables of resource room teachers in senior high schools, and to make some suggestions to educational administrative, senior high schools, resource room teachers and future researchers according to the results. This survey study sought to explore the job stress and coping strategies of resource room teachers in senior high schools. The instrument used was the self-developed investigation tool “Questionnaire for Investigation of Job Stress and Coping Strategies of Resource Room Teachers in Senior and Vocational High Schools”. One hundred and sixty five resource room teachers were asked to complete the questionnaire and 140 surveys were returned. Data analysis included both descriptive statistics and inferential statistics (t-test, one-way ANOVA and canonicalcorrelation analysis). The major findings of this study are as follows: 1.The overall job stress on the resource room teachers is medium to high. Among various dimensions of job stress, the teachers present the highest level of job stress in professional development, and then heavy workload, administrative support, teaching and counseling and relationships with others. 2.The overall coping strategy on the resource room teachers is at high level. Among various dimensions of coping strategies, the teachers use rational thinking most often, and then solving problem, requesting reinforcements, self-adjustment and put off and escape. 3.The job stress perceived by the resource room teachers differ significantly with different personal variables in marriage, age, duty, resource room teaching seniority, number of normal class, number of special education class, number of resource room student, and number of resource roomservice case. 4.The coping strategies adopted by the resource room teachers differ significantly with different personal variables in gender, age, and number of special education class. 5.There is significant correlation between job stress and coping strategies.
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高中職資源班教師, 工作壓力, 因應策略, resource room teacher, job stress, coping strategies