彰雲地區國小合格代理教師壓力源與因應策略關係之研究

The Study of the Relationship between the Certificated Substitute Teachers’ Stressors and Coping Strategies in Changhua and Yunlin Counties

許宸榕(CHEN-JUNG HSU)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2016年)

摘要

本研究旨在瞭解彰雲地區國小合格代理教師壓力源與因應策略之現況，並探討合格代理教師的不同背景變項對壓力源及因應策略之差異情形，以及分析代理教師壓力源與因應策略之關係。
本研究採問卷調查法進行研究，以彰雲地區國小合格代理教師為研究對象，總計發放325份問卷，回收的有效問卷為294份，將蒐集調查問卷之資料加以統計分析後，本研究所得結論如下：
壹、彰雲地區國小合格代理教師壓力現況為「中上」程度，「教師甄試」為最大壓力源，正式教師錄取率極低、時間不足、教師甄試制度不完備等皆是代理教師面臨的困境，而「生涯壓力」、「經濟壓力」、「家庭壓力」亦伴隨教師甄試而來，「工作場域壓力」相對為最小壓力源。
貳、彰雲地區國小合格代理教師面臨壓力時能採取正向積極的因應策略：代理教師壓力因應策略運用現況為「中上」程度，「問題解決」為最常使用的策略，接著依序為「理性思考」、「自我調適」、「尋求支持」，而「延宕逃避」為最少運用的策略。
參、性別、婚姻狀況與代理代課年資在壓力源呈現差異：女性代理教師知覺到的「整體壓力」及「教師甄試壓力」大於男性代理教師；未婚代理教師知覺到的「工作場域壓力」大於已婚代理教師；代理代課年資5年以下之代理教師知覺到的「工作場域壓力」大於代理代課年資10年以上之代理教師。
肆、性別與代理代課年資在壓力因應策略呈現差異：女性代理教師在「尋求支持」策略的運用上高於男性代理教師；代理代課年資10年以上之代理教師在「解決問題」及「理性思考」策略的運用上高於代理代課年資6-10年之代理教師。
伍、彰雲地區國小合格代理教師壓力源與因應策略有顯著正相關。其中，「工作場域壓力」、「家庭壓力」、「經濟壓力」與「尋求支持」策略相關性最高；「教師甄試壓力」、「生涯壓力」與「問題解決」策略相關性最高。
最後，根據研究結論提出具體建議，俾供教育行政機關、學校單位、代理教師及未來研究者參考。

關鍵字

因應策略 ； 壓力源 ； 代理教師

並列摘要

This study aimed at realizing the status quo , in Changhua and Yunlin Counties , of the certificated substitute teachers’ stressors and coping strategies; discussing the divergence of stressors and coping strategies from the certificated substitute teachers’varient backgrounds; and analyzing the relationship between the certificated substitute teachers’ stressors and coping strategies.
The study adopted the method of questionnaire, with the certificated substitute teachers in Changhua and Yunlin Counties as the participants, 325 questionnaires were sent out totally and 294 were retrieved effectively. After statistically analyzing the data of the questionnaires gathered together, the major conclusions of this study are as follows:
1. The status quo of the certificated substitute teachers’ stress in Changhua and Yunlin Counties is high-intermediate level. The highest stressor is the formal teachers’examination, the passing rate of the examination is too low, unsufficient time and the system of the examination is not good enough. All the difficulties are what substitute teachers are facing and the stress of career, the stress of economy, the stress of family are the following. The lowest stressor is from the field of jobs.
2. While facing the stress, the certificated substitute teachers in Changhua and Yunlin Counties can adopt positively-active coping-strategy: the status quo of the certificated substitute teachers’ stress-coping strategies in Changhua and Yunlin Counties is high-intermediate level. The problem-solving strategy is adopted the most, and the rational thinking, the self-adjustment, the seeking support are the following. The deferred-escape strategy is adopted the least.
3.The stressors from the gender, the status of marriage and the service seniority show the divergences: What the female substitute teachers perceived of “the whole stress” and “the stress of the formal teachers’examination” are higher than the male substitute teachers. What the unmarried substitute teachers perceived of “the stress of the field of jobs” is higher than the married substitute teachers. The “stress of the field of jobs” perceived by the certificated substitute teachers under service seniority of 5 years is higher than the certificated substitute teachers above service seniority of 10 years.
4. The stress-coping strategy from the gender and the service seniority show the divergences:
The seeking-support strategy adopted by the female substitute teachers is more than the male substitute teachers. The problem-solving and the rational thinking strategies adopted by the certificated substitute teachers above service seniority of 10 years are more than the certificated substitute teachers whose service seniority is between 6 and 10 years.
5.The certificated substitute teachers’ stressors and stress-coping strategy in Changhua and Yunlin Counties are positively relevant. The relevances between “the stress of the field of jobs”, “the stress of family” , “the stress of economy” , and “the seeking-support strategy” are the highest. The relevances between” the stress of the formal teachers’ examination”, ” the stress of career” and “the problem-solving strategy” are the highest.
Finally, based on the findings and the conclusions, the further propositions are provided for educational administrations, school administrations, substitute teachers, and the researchers in the future as reference.

並列關鍵字

stress-coping strategy ； stressor ； substitute teacher

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