影響教師工作心厭因素之分析研究

A Study of the Factors Associated with Teacher Burnout

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 27期 (1994/06) Pp. 63-79

https://doi.org/10.6251/BEP.19940601.3

摘要

本研究旨在探討教師工作壓力與專業態度係透過何種方式影響教師的工作心厭。研究樣本共有1077位教師，其中男性教師有541位，女性教師有536位。包括國中小教師434位，國中教師383位，高中教師260位。他們分別接受三種量表的施測：「教師工作壓力問卷」、「教師專業態度量表」和「教師工作心厭量表」。所得資料採用典型相關法分析後，得到下列主要發現：㈠在國小教師方面，有三個典型相關達到非常顯著水準，分別為.61、.39及.24。就第一個典型因素而言，六種教師工作壓力與五項專業態度，主要係透過第一個典型因素而影響教師三項工作心厭；就第二個典型因素而言，有三種工作壓力（學生的學習、角色方面、工作負荷）和四項專業態度（接納與信任、輔導信念、顧及個別差異、專心投入），透過第二個典型因素而影響教師的三項工作心厭；就第三個典型因素而言，僅有一種工作壓力（專業發展）與一項專業態度（顧及個別差異），透過第三個典型因素而影響個人成就感與缺乏人性兩項工作心厭。㈡在國中教師方面，有三個典型相關達到非常顯著水準，分別為.65、.41及.26。就第一個典型因素而言，六種教師工作壓力和五項專業態度，主要係透過第一個典型因素而影響三項教師工作心厭；就第二個典型因素而言，有五種工作壓力（人際關係、學生的學習、角色方面、工作負荷、問題行為）和二項專業態度（顧及個別差異、專心投入）透過第二個典型因素而影響三項教師工作心厭；就第三個典型因素而言，僅有三種工作壓力（人際關係、學生的學習、角色方面），透過第三個典型因素而影響個人成就感及缺乏人性兩項教師工作心厭。㈢在高中教師方面，有三個典型相關達到顯著水準，分別為.71、.40及.28。就第一個典型因素而言，六種教師工作壓力和五項專業態度，主要係透過第一個典型因素而影響三項教師工作心厭；就第二個典型因素而言，有一種工作壓力（工作負荷）和五項專業態度（接納與信任、輔導信念、瞭解學生特性、顧及個別差異、專心投入），透過第二個典型因素而影響教師的三項工作心厭。就第三個典型因素而言，僅有一項工作壓力（角色方面）和一項專業態度（暸解學生特性），透過第三個典型因素而影響個人成就感及缺乏人性兩項工作心厭。

關鍵字

教師壓力 ； 教師心厭 ； 教師專業態度

並列摘要

The purpose of this research was to explore the paths through which teacher's stresses and professional attitudes affect teacher burnout. The subjects for this study included 1077 school teachers, 434 from primary school l,383 from junior high school, and 260 from senior high school. They were administered the teacher stress Questionnare, the Professional Attitude Scale, and the Teacher Burnout Inventory. The data was analyzed by canonical correlation analysis. The main findings were as follows:
1. In the case of elementary school teachers, three canonical correlations were statistically significant. They were about .61, .39, and .24. Through the first canonical factor, six teacher stresses and five teacher's professional attitudes excerted influence on three teacher burnouts. Through the second canonical factor, three teacher stresses (student learning, role strain, and work overload) and four teacher's professional attitudes (acceptance and trust, guidance belief, consideration of individual difference, and commitment) excerted influence on three teacher burnouts. Only one teacher stress (professional development) and teacher's professional attitude (consideration of individual difference) influenced personal accomplishment and depersonalization through the third canonical factor.
2. In the case of junior high school teachers, three canonical correlations were statistically significant. They were about .65, .41, and .26. Six teacher's stresses and five teacher's professional attitudes influenced three teacher burnouts through the first canonical factor. Through the second canonical factor, five teacher stresses (interpersonal relation, student learning, role strain, work overload, and discipline problems) and two teacher's professional attitudes (consideration of individual difference and commitment) excerted influence on teacher burnout. Three teacher stresses(interpersonal relation, student learning and role strain)influenced personal accomplishment and depersonalization through the third canonical factor.
3. In case of senior high school teachers, three canonical correlations were staatistically significant. Thery were about .71, .40, and .28. Through the first canonical factor, six teacher's stresses and five teacher's professonal attitudes excerted influence on three teacher burnouts. Through the second canonical factor, one teacher's stress (work over-lad) and five teacher's professional attitudes(acceptance and trust, guidance belief, understanding student, consideration of individual difference, commitment) excerted influence on three teacher burnouts. Only one teacher stress (role strain) and one teacher's professional attitude (understanding student) influenced personal accomplishment and depersonalization through the third canonical factor.

並列關鍵字

teacher stress ； teacher burnout ； teacher's professional attitude