- 期刊
體育教師科技壓力、建構主義教學信念與工作倦怠感之關係
Relationship Among Physical Education Teachers' Technostress, Constructivist Teaching Beliefs, and Burnout
摘要
隨著科技的快速變遷與政策革新，以及大量研究已證明科技輔助教學之成效。然而，惟同時伴隨而來的科技壓力，卻可能對教師產生若干影響。因此，本研究旨在探討國內中學體育教師科技壓力、建構主義教學信念與工作倦怠感之關係。本研究透過三份量表，蒐集臺灣211位中學體育教師，採偏最小平方法（partial least squares）驗證問卷之信效度，透過相關分析與結構模型，探究三大變項之關係，最後以中介模型分析建構主義教學信念在科技壓力與工作倦怠間所扮演之角色。研究結果顯示，一、三份量表均呈現良好的信度與效度，適合用於測量體育教師科技壓力、建構主義教學信念與工作倦怠感之知覺情形。二、科技壓力整體與工作倦怠感呈正相關，而科技不確定性、工作倦怠感與教學信念呈負相關。三、結構模型發現，科技入侵、不安全感與不確定性，均能正向預測工作倦怠感；科技入侵能正向預測建構主義教學信念；科技不確定性則負向預測建構主義教學信念；建構主義教學信念亦負向預測工作倦怠感，且建構主義教學信念於科技入侵、不確定性與工作倦怠中扮演競比中介。因此，若體育教師以學生學習主體之教學信念，較能在資訊科技快速發展之時代，與科技保持良善互動，減緩工作倦怠之侵蝕，並於後續提出相關建議。
並列摘要
With the rapid changes in technology and policy reform, as well as a number of studies that have shown the effectiveness of technology in assisting teaching and learning. However, the accompanying technostress may have some impact on teachers. The purpose of this study was to examine the relationship between technostress, constructivist teaching beliefs (constructivist-TB) and burnout among secondary school physical education (PE) teachers in Taiwan. In this study, three questionnaires were collected from 211 secondary school PE teachers in Taiwan to verify the reliability and validity of the questionnaires using partial least squares. Finally, a mediation model was used to analyze the role of constructivist-TB in the relationship between technostress and burnout. The results show a) All of the questionnaires are shown good reliability and validity and are suitable for measuring the perceptions of PE teachers. b) Technostress was positively related to burnout and techno-uncertainty, burnout, and constructivist-TB were negatively related. c) The structural model found that techno-invasion, insecurity, and uncertainty positively predicted burnout; techno-invasion positively predicted constructivist-TB; techno-uncertainty negatively predicted constructivist-TB; constructivist-TB also negatively predicted burnout, and constructivist-TB played a competitive mediation role in techno-invasion, uncertainty, and job burnout. Therefore, if teachers adopt the belief of student-centered, they will be able to maintain good interaction with technology in the era of rapid development of technology and mitigate the erosion of burnout.