新北市國民小學教師在職進修壓力與教學效能之研究

本研究以採取問卷調查法為主，文獻探討為輔。旨在探討新北市國民小學教師知覺的在職進修壓力與教學效能之關係。本研究之主要目的如下：一、了解新北市國民小學教師在職進修時所知覺到的壓力狀況。二、了解新北市國民小學教師在職進修自覺的教學效能情形。三、分析不同背景新北市國民小學教師因在職進修衍生之壓力的差異情形。四、剖析不同背景新北市國民小學教師在職進修所知覺的教學效能的差異情形。五、探討新北市國民小學教師在職進修所知覺到的壓力與教學效能間之關係。六、根據研究結果提出建議，以供相關單位及未來政策改革之參考。本研究之問卷調查，是以自編之問卷為工具，以新北市國民小學曾經或現階段正參與在職進修學位的教師為樣本母群體，採分層隨機取樣之方式進行，共寄發正式問卷425份，回收有效問卷417份，有效問卷回收率為98.1%。本研究之主要結論包括：一、新北市國民小學教師所知覺的在職進修壓力為中高程度，其中在「學業層面」的壓力最大，「工作層面」的壓力較小。二、新北市國民小學教師所知覺的教學效能為正向之中高程度，其中在「良好學習氣氛」構面最高，但在「善用教學評量」構面較低。三、就整體構面而言，新北市國民小學教師所知覺的在職進修壓力會依其最高學歷、在職進修情形、在職進修時間、在職進修時數等而有顯著差異。四、就整體構面而言，新北市國民小學教師所知覺的教學效能會依在職進修時間而有顯著差異。五、在各個別構面，部分背景變項間教師所知覺的進修壓力及教學效能有顯著差異存在。六、就整體而言，新北市國民小學教師所知覺的在職進修壓力與教學效能呈現低度正相關。七、新北市國民小學教師所知覺的在職進修壓力各構面，與教學效能的各構面之間皆呈現正相關。

關鍵字

新北市；國民小學教師；在職進修壓力；教學效能

並列摘要

Abstract: This study, via adopting the methods of questionnaire survey and literature review, mainly aimed to explore the relationship between the perceived stress of teachers derived from the in-service training and their teaching effectiveness in the elementary schools of New Taipei City . The main purposes of this study were: 1.To understand the perceived stress of the teachers of the elementary schools in New Taipei City while taking in-service training. 2. To understand the teaching effectiveness of the teachers in the elementary schools in New Taipei City, while taking in-service training.. 3. To analyze the differences in the perceived stress of teachers with different backgrounds, while taking in-services training in New Taipei City. 4. To analyze the differences in the teaching effectiveness of teachers with different backgrounds, while taking in-services training in New Taipei City. 5.To explore the relationship between the perceived stress and the teaching effectiveness of teachers taking in-service training in New Taipei City. 6.To propose suggestions, based upon the research findings, as useful references for the related policies reform in the future. By using a self-designed questionnaire, and through stratified random sampling, this study has chosen 425 teachers in the elementary schools in New Taipei City as the survey samples. 417 valid questionnaires were collected and analyzed, and the valid response rate was 98.1%. The main conclusions of this study can be summarized as follows: 1.The perceived stress of teachers taking in-service training was considerably high, and the highest stress was perceived in the dimension of “academic study”, while the stress from the dimension of “working” was the least. 2. The teaching effectiveness perceived by teachers was positive and high, and the dimension of “good learning atmosphere or climate" received the best remarks, but the dimension of “effective utilization of teaching assessment" was not so well- remarked. 3. On the whole, the perceived stress of teachers varied significantly with their educational qualifications, their time of taking in-service training, and the duration of their in-service training. 4. On the whole, the perceived teaching effectiveness of teachers varied significantly with their time of taking in-service training. 5. There were significant differences in the perceived stress and teaching effectiveness of teachers in terms of individual dimensions, respectively. 6. There existed low positive correlations between the perceived stress of teachers and their teaching effectiveness, both from the overall perspective and individual perspective.