新北市國中教師兼任學務行政工作壓力、主觀幸福感與行政職務留任意願之研究

Abstract

本研究旨在探討新北市公立國民中學教師兼任學務行政工作壓力、主觀幸福感與行政職務留任意願之現況，以及比較不同背景的國中教師兼任學務行政工作壓力、主觀幸福感與行政職務留任意願之差異情形，進而分析其教師兼任學務行政工作壓力、主觀幸福感對行政職務留任意願之間的關係。本研究採問卷調查法，以新北市111學年度新北市公立國中教師兼任學務行政為研究對象，透過一般、非山非市、偏遠、特偏之學校地區分級，按各學校地區分級校數比例分配，進行問卷調查研究。問卷項目依序，第一部分為「個人基本資料」，第二部分為「兼任學務行政職工作壓力量表（行政負荷、專業知能、人際關係、上級壓力）」，第三部分為「教師主觀幸福感量表（心理幸福感、社會幸福感、情緒幸福感）」，第四部份為「教師兼任學務行政職務留任意願量表（個人成就、組織認同、薪資福利、系統支持）」。問卷資料採用描述性統計分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析、迴歸分析等統計方法進行結果分析。本研究根據文獻探討與統計分析結果，歸納主要研究結論如下：一、兼任學務行政工作壓力現況屬中等程度，以「行政負荷」層面感受最大。二、兼任學務行政職務之教師幸福感現況屬中高程度，以「情緒幸福感」層面感受最低。三、兼任學務行政職務之留任意願現況屬中度程度，以「組織認同」層面感受最大。四、不同「學校規模」背景變項對兼任學務行政工作壓力有顯著差異。五、不同「年齡」、「服務年資」、「兼任行政總年資」背景變項對教師主觀幸福感有顯著差異。六、不同「兼任行政總年資」背景變項對兼任學務行政職務留任意願有顯著差異。七、兼任學務行政工作壓力與教師主觀幸福感之間有顯著負相關。八、兼任學務行政工作壓力與兼任學務行政職務留任意願之間有顯著負相關。九、「兼任學務行政工作壓力」對「兼任學務行政職務留任意願」具預測解釋力。The purpose of this study is to discuss the current statues, differences and correlation between work-related stress and subjective well-being on willingness to work on student affairs administration tasks in public junior high schools in New Taipei city.The population was targeted the junior high school teachers who work on student affairs administration tasks in New Taipei city in the academic year of 2023. This study used questionnaire survey as study tool and the data from the questionnaire were statically analyzed and presented by descriptive statics analysis, independent-sample t-test, one-way ANOVA, Pearson’s analysis of correlation, and regression analysis. The main findings of this study were described as follows: 1. The degree of theoverall working stress that the teachers who work on student affairs administrative tasks was moderate, and the degree of “working load” was ranked the highest.2. The degree of the overall subjective well-being that the teachers who work on student affairs administrative tasks was upper-intermediate, and the degree of “emotional subjective well-being” was ranked the lowest.3. The degree of the overall willingness of reappointment that the teachers who work on student affairs administrative tasks was moderate, and the degree of “organizational identity” was ranked the highest.4. There are significant differences in the overall working stress in student affairs based on different “school scales” background variables.5. There are significant differences in the overall subjective well-being in student affairs based on different “age”, “the year of service experience in school”, and “the year of administrative work” background variables.6. There are significant differences in the overall willingness of reappointment in student affairs based on different “year of administrative work” background variables.7. There is a significant negative correlation between working stress and subjective well-being.8. There is a significant negative correlation between working stress and willingness of reappointment.9. “Working stress” has predictive explanatory power for “willingness of reappointment”.