工作壓力與專業態度對教師工作心厭高低之區別功能研究

A Discriminant Analysis of Teacher Burnout Based on Teacher Stresses and Professional Attitudes

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 23期 (1990/06) Pp. 71-97

https://doi.org/10.6251/BEP.19900601.4

摘要

本研究旨在探討敎師工作壓力和專業態度，是否能有效區別高工作心厭與低工作心厭兩類敎師。研究樣本共有1077名敎師，其中國小敎師434位，國中敎師383位，高中敎師260位。他們分別接受「敎師工作壓力問卷」、「敎師專業態度量表」和「敎師工作心厭量表」。所得資料經由區別分析方法統計後，得到下列重要結果：(1)六項工作壓力和五項專業態度無論對國小、國中或高中敎師，都可以有效區別「情緒耗竭」、「個人成就感」、「缺乏人性」三種工作心厭高低兩組敎師，而且區別的命中率相當高，約在73%～86%。(2)六項工作壓力和五項專業態度，無論對國小、國中或高中敎師，都可以有效區分整體敎師工作心厭高低兩類的敎師，而且區別的命中率相當理想，約在81%～91%。

並列摘要

The present study was designed to discriminant teacher burnout based on teacher stresses and professional attitudes. The total sample consisted of 1077 elementary, junior and senior high school teachers. They completed the Teacher Burnout Inventory, the Teacher Stress Questionnaire, and the Professional Attitude Scale. The data was analyzed by discriminant analysis. The main findings were as follows:
1. For elementary, junior and senior school teachers, six teacher stresses and five teachers' professional attitudes could be used to distinguish high burnout teachers and low burnout teachers effectively on emotional exhaustion, personal accomplishment and depersonalization scale. The proportion of correct classification were about 73% to 86%.
2. For elementary, junior and senior school teachers, six teacher stresses and five teachers' professional attitudes could be used to discriminant high burnout teachers and low burnout teachers effectively based on total scores of teacher burnout inventory. The proportion of correct classification were about 81% to 91%.