桃園縣國民小學教師人格特質、情緒智力、工作壓力、壓力因應方式關係之研究

The Relationships among Personality Traits, Emotional Intelligence, Job Stress and Coping Strategy of the Elementary School Teachers in Taoyuan County

朱名之(Ming-Chih Chu)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900722

摘要

本研究主要在了解桃園縣國民小學教師工作壓力、壓力因應方式的現況；並探討不同背景、環境變項對教師知覺工作壓力與採取壓力因應方式的差異情形；教師人格特質、情緒智力分別與教師工作壓力或壓力因應方式的相關性；教師背景、環境、人格特質、情緒智力四種變項分別對教師工作壓力或壓力因應方式的預測情形以及教師工作壓力與壓力因應方式二者的關聯性。
本研究採用分層隨機抽樣，以桃園縣公立國民小學教師370名為研究對象，量表回收有效樣本360份。使用研究工具包括「國小教師人格特質問卷」、「國小教師情緒智力問卷」、「國小教師工作壓力問卷」以及「國小教師壓力因應方式問卷」四種。所得資料以SPSS統計軟體執行，採用平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關、多元逐步迴歸分析以及典型相關等統計方法進行分析。根據資料分析之結果，本研究獲致以下之結論：
一、 桃園縣國小教師工作壓力屬中下水準，各層面以「變革適應」得分最高，其次依序為學生行為、工作負荷、專業知能、人際關係。
二、 桃園縣國小教師採用壓力因應方式的頻率以「解決問題」方式最常，其次依序為理性分析、尋求支持、自我調適、延宕逃避。
三、 國小教師知覺工作壓力在「教育程度」、「培育背景」、「擔任職務」、「服務年資」、「學校規模」方面有顯著差異；在「性別」、「年齡」、「婚姻」、「學校位置」則無顯著差異。
四、 國小教師採取壓力因應方式在「年齡」、「教育程度」、「培育背景」、「擔任職務」、「服務年資」、「學校規模」、「學校位置」方面有顯著差異；在「性別」、「婚姻」則無顯著差異。
五、 教師人格特質與工作壓力有部份相關性存在；教師人格特質與壓力因應方式有部份相關性存在。
六、 教師情緒智力與工作壓力有部份相關性存在；教師情緒智力與壓力因應方式有部份相關性存在。
七、 教師變項中，除對工作負荷不具預測力外，對教師工作壓力有預測力。
八、 教師變項對壓力因應方式具預測情形。
九、 工作壓力與壓力因應方式有一個典型因素存在。

本研究依據上述研究之結果提出具體建議，供教育主管行政機關、學校、國民小學教師及未來研究之參考。

關鍵字

人格特質 ； 情緒智力 ； 教師工作壓力 ； 壓力因應方式

並列摘要

The purpose of this study was to understand the current state of elementary school teachers’ job stress and coping strategy, and to explore the relationships among personality traits, emotional intelligence, job stress and coping strategy of the elementary school teachers in Taoyuan county .

This study was based on the stratified random sampling. The valid return rate was 97.3%, and the participants were 370 elementary school teachers in Taoyuan county. Four scales were used in the present study: 1. the scale of personality traits; 2. the scale of emotional intelligence; 3. the scale of job stress; 4. the scale of coping strategy . The statistical analysis were descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise regression analysis, and canonical correlation. The research obtained conclusions as follows:

1. The teachers’ job stress were at a low intermediate level. The sources of the stress were “adoption of reformation”; “the students’ behavior”; “the load of the job”; “the ability of profession”; “the relationship with people”.
2. The coping strategies used by the teachers were “problem-solving”; “rational analysis”; “soliciting support”; “self-adaptation”; “elusion”.
3. The significant differences of job stress were found among teachers with varying background variables such as “level of education”, “institution of earning educational credits”, “post”, “seniority”, “school scale”.
4. The significant differences of coping strategy were found among teachers with varying background variables such as “age”, “level of education”, “institution of earning educational credits”, “post”, “seniority”, “school scale”, “school location”.
5. The personality traits and the job stress were partly correlated; and the personality traits and the coping strategy were partly correlated.
6. The emotional intelligence and the job stress were partly correlated; and the emotional intelligence and the coping strategy were partly correlated.
7. The teachers’ background variables, personality traits and emotional intelligence could predict job stress except load of job significantly.
8. The teachers’ background variables, personality traits and emotional intelligence could predict coping strategy significantly..
9. The canonical correlation between job stress and coping strategy was significant.

According to the findings above, suggestions are offered for the educational administration, school, the elementary school teachers, and future research.

並列關鍵字

personality traits ； job stress ； emotional intelligence ； elementary school teacher ； coping strategy

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