學前特教教師工作壓力、情緒管理與教學效能關係之研究

A Study on Job-Related Stress, Emotional Management, and Teaching Efficacy among Pre-School Special Education Teachers

鍾明芳(Ming-Fang Chung) ； 蔡桂芳(Kuei-Fang Tsai) ； 羅志森(Chih-Shen Owen Lo) ； 陳振明(Chen-Ming Chen)

《障礙者理解半年刊》 14卷1期 (2015/01) Pp. 49-74

https://doi.org/10.6513/TJUID.2015.14(1).3

摘要

本研究旨在探究學前特教教師工作壓力、情緒管理與教學效能之現況與差異，工作壓力、情緒管理對教學效能之預測力。資料蒐集方式採問卷調查法，研究工具為參考文獻自編之「學前特教教師工作壓力、情緒管理與教學效能問卷」，透過專家審查建立內容效度，預試後進行試題分析與信、效度分析形成正式問卷。研究對象為臺南市、高雄市、屏東縣三縣市學前特教教師，共發出206份問卷，回收有效問卷175份。所得資料依據研究問題，以描述性統計、單因子變異數分析、獨立樣本t考驗、線性結構模式等統計方法，進行資料分析。研究發現為：1.學前特教教師的工作壓力現況趨向於「有壓力」的程度，其中以人際關係層面壓力較高。2.學前特教教師情緒管理屬於正向趨勢，介在同意至非常同意之間，其中以情緒覺察層面較佳。3.學前特教教師其教學效能為正向趨勢，介在同意至非常同意之間，其中以教學計畫與教材呈現層面較佳。4.學前特教教師其情緒管理對整體教學效能具顯著性預測力，預測力達47%，工作壓力對教學效能則無顯著預測力。5.學前特教教師之背景變項在學前特教教師的工作壓力、情緒管理對教學效能之預測模式中未具備調節效果。本研究根據研究結果與結論對未來研究與現場實務提出各項建議，以供教師、學校行政單位與未來研究者之參考。

關鍵字

學前特教教師 ； 工作壓力 ； 情緒管理 ； 教學效能

並列摘要

The purpose of this study is to understand the work related stress, emotional management, and teaching efficacy among pre-school special education teachers. This study intended to discover the relationships among the job-related stress, emotional management, and teaching efficacy through a self-developed questionnaire. A total of 206 questionnaires were distributed to pre-school special education teachers in Tainan City, Kaohsiung City, and Ping-Tung County, among which 175 were valid. The research design included descriptive statistics, t-test, ANOVA, correlation, and multiple regression analysis in data analysis. The results are as the following： 1. The pre-school special education teachers tend to feel stressful in their position, especially stress associated with interpersonal relationship. 2. The pre-school special education teachers tend to hold a positive and agreeable attitude towards work, especially in the emotional awareness dimension. 3. The pre-school special education teachers tend to hold a positive and agreeable attitude towards their teaching efficacy, especially their abilities in instructional design. 4. Significant statistical predicting power was found between emotional management (independent variable) and teaching efficacy (dependent variable). The joint predicting power is 47%. Finally, discussions on research practicality and implications were also rendered for teachers, educational personnel, and researchers.

並列關鍵字

pre-school special education teachers ； job-related stress ； emotion management ； teaching effectiveness