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  • 學位論文

臺北市立國民中學特殊教育教師角色壓力與調適策略相關之研究

A Study of Special Education Teachers at Taipei Municipal Junior High Schools on the Correlation between Role Stress and Adjustment Strategies

指導教授 : 劉曉芬
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摘要


本研究旨在探討臺北市立國民中學特殊教育教師角色壓力與調適策略相關之研究,研究目的如下: 一、暸解臺北市立國中特教教師角色壓力與調適策略之現況。 二、分析臺北市立國中特教教師角色壓力之差異情形。 三、分析臺北市立國中特教教師面臨角色壓力時其調適策略之差異情形。 四、探討臺北市立國中特教教師角色壓力與與調適策略之相關情形。 研究方法採問卷調查方式進行普查,以教育部(2009)特殊教育通報網資料統計臺北市立國民中學(含完全中學國中部)自足式特教班或身心障礙資源班教學之正式特教教師為研究對象,特教教師人數共361人,有效回收率為85.71%。統計方法使用描述性統計、獨立樣本t檢定、單因子變異數分析及皮爾遜積差相關等統計方法進行考驗。 研究結論如下: 一、臺北市立國中特教教師有中低程度的角色壓力感受。 二、臺北市立國中特教教師的角色壓力感受大小,依序是角色過度負荷、角色能力不足、角色衝突、角色模糊。 三、臺北市立國中特教教師的角色壓力感受與年齡、特教任教年資及特教專業背景有顯著差異;而性別、擔任職務、任教班級類型則無顯著差異。 四、臺北市立國中特教教師面對角色壓力,最常採取的調適策是理性思考,其次是尋求支持、問題解決、自我調適,較少的是延宕逃避策略。 五、臺北市立國中特教教師的「角色壓力」與「調適策略」各構面的相關情形,除「角色過度負荷」與「調適策略」各構面之間及「角色衝突」與「尋求支持」、「自我調適」、「整體調適策略」的相關未達顯著外;其餘構面「角色壓力」與「調適策略」均有顯著的正相關或負相關,顯示採取「調適策略」程度愈高的教師,其「角色壓力」愈小。 最後依據研究結果提出對國中特教教師、學校、主管教育行政機關及未來研究者之建議。

並列摘要


The purpose of the study was to explore the role stress and adjustment strategies of special eduction teachers at municipal junior high schools in Taipei City. The main objectives of this study were: 1.To investigate the role stress and adjustment strategies for special education teachers at municipal junior high schools in Taipei City. 2.To analyze the difference of role stress among special education teachers with different background factors a municipal junior high school in Taipei City. 3.To analyze the difference in the adjustment strategies against role stress. 4.To explore the correlation between role stress and adjustment strategies. This research involved collecting data from self-made questionnaires answered by 361 special teachers with an 85.71% return rate. The subjects were serving in self-sufficient special education classes and resource rooms for mentally retarded students, which are special education units enlisted in Special Education Transmit Net of Ministry of Education. Data collected from self-made questionnaire were then statistically analyzed through ways of descriptive statistics, t-test, one-way ANOVA and Pearson’s product-moment correlation. The main findings were as following: 1.The feeling of role stress of the subjects was on a medium level. 2.The factors affecting the feeling of the level of role stress, from high to low, were role overload, inability, role conflict and role ambiguity, respectively. 3.Significance was found in age, siniority in special education and professional background, but not found in gender, post and types of classes they were serving. 4.Among the adjustment strategies, rational thinking was the most frequently taken, followed by support seeking, provlem solving, self-adjustment, with procrastination the least frequently taken. 5.There were no significant correlations between role overload and each of the adjustment strategies, neither between role conflict, support seeking, self-adjustment and general adjustment strategies respectively. Significant positive or negative correlations were found between other factors affecting the feeling of role stress and adjustment strategies. This shows that the more frequent a teacher takes adjustment strategies, the lower role stress he or she would feel. Finally, advice for special education teachers and the management in junior high schools, for the education authority and those interested in further study according to the result of this study.

參考文獻


吳宗立(1996)。國民中學行政人員工作壓力與因應策略之研究。國教學報,8,99-131。
參考文獻
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