國小融合教育班教師工作壓力與其因應策略之研究

A Study of the Job Stress and Coping Strategies of the Inclusive Education Class Teachers in Elementary Schools

黃瑋苓(Wei-Ling Huang)

《身心障礙研究季刊》 3卷4期 (2005/12) Pp. 201-215

https://doi.org/10.30072/JDR.200512.0001

摘要

本論文旨在了解台南縣國小融合教育班教師工作壓力與因應策略的現況，本研究採用調查研究法，以自擬之結構性問卷「國小融合教育班教師工作壓力與因應策略」為調查之工具，研究對象選自42所國民小學之190位融合教育班教師為對象。本研究結果顯示：國小融合教育班教師在整體壓力的感受屬於中等程度；國小融合教育班教師的工作壓力感受大小，依序是學生問題、專業知能、工作負荷、角色壓力和社會支持；以及國小融合教育班教師採取的因應策略之頻率，最高的是理性思考，其次是問題解決與尋求支持，最低的是情緒調適。希望藉此研究結果能提供教育行政機關與學校制定融合教育政策的參考，以減低融合教育班教師的工作壓力。

關鍵字

因應策略 ； 國小融合教育班教師 ； 教師工作壓力

並列摘要

The purposes of this study were to exam the job stress and coping strategies of the inclusive education class teachers in elementary schools in Tainan County. This study employed a survey study which the research tool was designed by the author, ”The Job Stress and Coping Strategies of Inclusive Education Class Teachers in Elementary School”. A structured questionnaire purposely given to 210 inclusive education class teachers in elementary schools in Tainan County and the response rate was 90.4% (N=190).The major findings of this study showed: the level of the job stress perceived by the inclusive education class teachers in elementary schools indicated middle level. Secondly, the major sources of the stress were the problems caused by students, and then the professional knowledge, heavy workload, the stress of the role to be a teacher, and social support. Thirdly, with regard to the encountering job stress, the most popular method used by the inclusive education class teachers was to cultivate some hobbies, the least popular one is to learn how to manage their emotions. Finally, based on the above findings, this study will provide some concrete suggestions for the educational authorities and the school administrations to decrease the job stress of the inclusive education class teachers in elementary schools.

並列關鍵字

Coping strategies ； Inclusive education class teachers ； Job stress of teachers

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