國中教師參與中輟生復學輔導工作自我效能、工作壓力與工作投入之相關研究

Abstract

本研究目的在瞭解不同背景的國中教師參與中輟生復學輔導工作自我效能、工作壓力與工作投入的差異情形，其次分析三個變項之間的關係，進而預測教師中輟生復學輔導工作投入情形。研究採用問卷調查法，共抽取台北市、新北市共42所學校有輔導中輟生經驗的教師，有效樣本共326人。研究工具包括「自我效能量表」、「工作壓力量表」及「工作投入量表」。所得資料以描述統計、t考驗、單因子變異數分析、單因子多變量變異數分析、皮爾森積差相關、典型相關與逐步多元迴歸分析等統計方法進行處理。研究發現如下： 一、國中教師參與中輟生復學輔導工作傾向同意自己是有輔導效能的，且投入於 中輟生復學輔導工作，參與中輟生復學輔導工作略感到工作壓力。 二、不同年齡、擔任教師年資、學校規模之國中教師參與中輟生復學輔導工作的 自我效能、工作壓力、工作投入均沒有差異。 三、不同性別之國中教師參與中輟生復學輔導工作的自我效能沒有差異；在工作 壓力、工作投入有差異。 四、擔任不同職務之國中教師參與中輟生復學輔導工作的自我效能、工作壓力、 工作投入有差異。 五、不同輔導中輟生經驗、不同畢業科系之國中教師參與中輟生復學輔導工作的 自我效能、工作投入有差異；工作壓力沒有差異。 六、國中教師參與中輟生復學輔導工作自我效能、工作壓力與工作投入三者之間 彼此有顯著相關存在。 七、國中教師參與中輟生復學輔導工作的個人背景、自我效能、工作壓力預測其 工作投入的重要變項，其中「自我效能」、「是否擔任導師」、「挫折感」 可以有效預測並解釋國中教師在中輟生復學輔導「工作投入」總變異量的 78.4%。 最後，研究者依據本研究結果加以討論，並提出具體建議以做為教師參與中輟生復學輔導工作及未來研究之參考。

The purposes of the study are to explore the differences of self-efficacy, work stress and work involvement of participating in drop-out guidance work among different background junior high school teachers and to analyze the correlations among these three variables and to predict the work involvement through teachers’ background variables, self-efficacy and work stress from junior high school teachers. The study adopted survey method and 326 teachers with experience of drop-out guidance work from 42 junior high schools in Taipei and Xinbai City. The instruments applied in this study with Self-efficacy Scale, Work stress Scale and Work involvement Scale for participating in drop-out guidance work . The obtained data were analyzed with descriptive statistics , t-test ,one-way ANOVA, MANOVA,Pearson product-moment correlation, Canonical Analysis and stepwise multiple regression.The result were as follws： 1. The teachers participating this study revealed that they with high self-efficacy and work involvement in drop-out guidance work, however with slightly high work stre 2. Teachers who participated in drop-out guidance work showed no significant difference in level of self-efficacy, work stress and work involvement regardless of age, year of work and school scale. 3. Teachers with different gender who participated in drop-out guidance work showed no difference in level of self-efficacy but showed difference in level of work stress and work involvement. 4. Teachers with different job titles who participated in drop-out guidance work showed some difference in level of self-efficacy, work stress and work involvement 5. Teachers with different experience of guidance and different graduation who participated in drop-out guidance work showed some difference in level of self-efficacy and work involvement but showed no difference in level of work stress. 6. Teachers who participated in drop-out guidance work showed significant correlation among self-efficacy, work stress and work involvement. 7. The background, self-efficacy and work stress of those junior high school teachers who participated in drop-out guidance work were important variables to predict the work involvement ,in which [self-efficacy], [mentor] [frustration] could effectively predict and explain 78.4% of the work involvement from the teachers. According to the results, discussion, conclusions and suggestions were provided to teachers, school administer etc. and for further researches.