臺北市、高雄市國小資優教育教師專業能力、工作壓力、因應策略與職業倦怠之相關研究

A Comparative Study of Taipei and Kaohsiung Teachers of Gifted and Talented Education: Professional Competency, Job-Related Stress, Coping Strategies and Occupation Burnout

王琡棻(Shu-Fen Wang) ； 張英鵬(Ying-Peng Chang)

《資優教育研究》 4卷2期 (2004/12) Pp. 105-132

https://doi.org/10.7089/JGE.200412.0105

摘要

本研究旨在調查臺北市、高雄市國小資優教育教師專業能力、工作壓力、因應策略與職業倦怠之現況及差異情形，並探討國小資優教育教師專業能力、工作壓力、因應策略與職業倦怠之相關情形，以及專業能力、工作壓力、因應策略對職業倦怠之預測能力。研究者以自編之「國小資優教育教師專業能力、工作壓力、因應策略與職業倦怠之調查問卷」，針對臺北市、高雄市國小資優教育全體教師416名進行比較研究，總共寄出問卷416份，回收301份，回收率為72%。
本研究主要發現有：
一、國小資優教育教師具備中等以上程度的專業能力，而工作壓力與職業倦怠感受偏低
二、高雄市國小資優教育教師的工作壓力感受高於臺北市國小資優教育教師，其中在「教學因素」與「人際因素」上的差異情形更為顯著
三、國小資優教育教師整體專業能力較高時，則整體工作壓力感受會較低
四、國小資優教育教師人際溝通方面的能力愈高，則面對整體教育環境的壓力感受會愈低
五、國小資優教育教師專業能力愈高，面對工作壓力時使用因應策略的頻率也愈高
六、國小資優教育教師專業態度愈正向積極，則職業倦怠感受會愈低
七、國小資優教育教師工作壓力感較高時，較少使用直接面對問題的因應策略
八、國小資優教育教師人際壓力感受愈高，則人情上的倦怠感受也會愈高
九、國小資優教育教師使用問題解決的因應策略可以減低職業倦怠感受
十、國小資優教育教師工作壓力與因應策略對職業倦怠的預測力為39.2%

關鍵字

國小資優教育教師 ； 專業能力 ； 工作壓力 ； 因應策略 ； 職業倦怠

並列摘要

The aim of this research was to investigate the professional competency, job-related stress, coping strategies and occupation burnout in two cities in Taiwan, Taipei and Kaohsiung. I examined the different situations in both cities in order to determine the effect that these factors (professional competency, etc.) have in the rates of occupation burnout. This researcher compiled a questionnaire, which was mailed to 416 elementary school teachers in the two cities and 301 responded, a 72% rate of return. The results of comparison for elementary teachers of gifted and talented education, are as follows:
l. When professional competency levels were high, then the rates of job-related stress and burnout were low.
2. Job-related stress levels were higher in Kaohsiung than in Taipei.
3. Teachers with greater professional competence factors determining job- related stress.
4. Teachers with greater communication skills exhibit less stress concerning the entire educational environment.
5. Teachers with higher levels of professional competency who were facing job-related stress, adapted coping strategies at a higher rate.
6. The more positive the teachers were about their own professional competency, the lower the rates of burnout.
7. The greater the degree of job-related stress, the less coping strategies was used in teachers facing the problems.
8. When there were problems with personal relationships, the teachers felt more tired.
9. Problem solving coping strategies helped teachers to reduce the rates of burnout.
10. Differences in job-related stress and coping strategies explain the variations in occupation burnout between the two cities studied. The degree of accurate prediction was determined to be 39.2%.

並列關鍵字

teachers of gifted and talented Education ； professional competency ； job-related stress ； coping strategies ； occupation burnout

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