臺北市高職導師工作壓力與調適策略之研究

A Study of Job Stress and Adjustment Strategies among Senior Vocational School Mentor Teachers in Taipei City

翁博威(Po-Wei Weng)

指導教授 ： 林俊彥教授

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2010年)

摘要

本研究旨在瞭解臺北市高職導師工作壓力與調適策略間的相關程度。本研究採用「問卷調查法」來蒐集實證資料，以臺北市26所高職的導師為研究對象，採分層比例抽樣方式，共寄發435份問卷，有效問卷回收350份，有效率達80.5%。
根據研究目的，使用項目分析、項目分析、描述性統計、獨立樣本t檢定、單因子變異數分析與相依樣本單因子變異數分析等統計方法來進行分析問卷調查結果。
本研究結論與建議如下：
一、臺北市高職導師主要工作壓力來源分為「生活輔導」、「班務處理」、「行政配合」、「聯繫協調」、「專業成長」、「學習輔導」與「心理輔導」，整體感受程度為「中上程度」，其中「學習輔導」感受程度最大與「專業成長」層面感受程度。
二、臺北市高職導師使用壓力調適策略分為「理性解決」、「延宕逃避」、「尋求協助」與「情緒調適」，整體使用程度為「中上程度」，其中最常使用的調適策略為「理性解決」，最不常使用的調適策略為「延宕逃避」。
三、臺北市高職導師工作壓力來源感受程度在性別、婚姻狀況、班級人數、學校屬性與學校班級數等背景因素有所差異；女性大於男性、未婚大於已婚、班級人數多大於班級人數少、服務私校大於服務公校、小型學校與大型學校大於中型學校；其餘在教育程度、擔任導師年資、導師帶班年級與導師帶班類科等背景變項皆無顯著差異存在。
四、臺北市高職導師使用壓力調適策略程度在性別、婚姻狀況、學校屬性與學校班級數等背景因素有所差異；女性高於男性、未婚高於已婚、服務私校高於服務公校，另中型學校與大型學校使用理性解決策略程度較高、小型學校班級數使用延宕逃避策略程度較高；其餘在教育程度、擔任導師年級、導師帶班年級、導師帶班類科與班級人數等背景變項皆無顯著差異存在。
五、臺北市高職導師各工作壓力層面的高低壓力組在使用調適策略程度，以使用尋求協助與理性解決程度最高，其次為情緒調適，較不常使用延宕逃避。

關鍵字

高職導師 ； 工作壓力 ； 調適策略

並列摘要

The purpose of this study was to investigate the correlation between job stress and adjustment strategies for the senior vocational school homeroom teachers in Taipei. Questionnaire survey research was conducted for this study. The subjects included 435 mentor teachers ratio drawn of 26 senior vocational school mentor teachers in Taipei city. 350 acceptable questionnaire were collected. The valid rate was 80.9%.
According to the goal of this study, the statistical procedures included analysis of descriptive, independent sample t test, ANOVA and ANOVA of Paired-Sample t test for the questionnaire survey.
The findings of this study were as follows:
First, job stress sources of mentor teachers at 26 senior vocational schools in Taipei city come from the “counseling of students’ life”, “classroom management”, “administration match”, “association”, “professional developement” , “counseling of students’ learning”, “counseling of students’ mentality”,and the feeling is above average. “Counseling of students’ learning” has the highest degree of stress and “professional developement” has the lowest degree of stress.
Second, adjustment strategies used by mentor teachers at 26 senior vocational schools in Taipei city are “rational solving”, “procrastinated evading”, “seeking for help”, “emotional adjusting”, and using frequency is up above average. “Rational solving” has the highest degree of adjustment and “procrastinated evading” has the lowest degree of adjustment.
Third, the job stress sources of senior vocational school mentor teachers and how they feel about the stress might be differed by gender, marital status, class course, quantity of classroom students, school property, and quantity of school classrooms background elements. Female mentor teachers are more than male mentor teachers, single mentor teachers are more than married mentor teachers, mentor teachers with larger quantity of classroom students are more than mentor teachers with less quantity of classroom students, mentor teachers working at private vocational schools are more than mentor teachers working at public vocational schools, mentor teachers working at small schools and large schools suffer higher stress more than mentor teachers working at median schools, and other background elements have no significant level such as level of education, period of mentor service, mentor grade and mentor course class .
Fourth, the adjustment strategies in job stress of senior vocational school mentor teachers are mainly affected by gender, marital status, school property, and quantity of school classrooms background elements. Female mentor teachers are more than male mentor teachers, single mentor teachers are more than married mentor teachers , mentor teachers working at private vocational schools are more than mentor teachers working at public vocational schools, and mentor teachers working at median schools and at large schools usually use the “rational solving”, and mentor teachers working at small schools usually use the “procrastinated evading”, and other background elements have no significant level such as level of education, period of mentor service, mentor grade, mentor course class and quantity of classroom students.
Fifth, the high-job and low- job stress senior vocational school mentor teachers use the a “seeking for help” and “rational solving” most frequently, the next one is “emotional adjusting”, and “procrastinated evading” is the least frequently adjustment strategy.

並列關鍵字

Senior Vocational School Mentor Teachers ； Job Stress ； Adjustment

參考文獻

王玉麟（2006a）。高職科主任工作壓力之探討。學校行政雙月刊，45，140-153。

王玉麟（2006b）。高職科主任工作壓力與因應方式之研究。國立臺北科技大學技術及職業教育研究所碩士論文，未出版。

周子敬、彭睦清（2005）。國內大專院校教師工作壓力及其工作滿足感模式。教育心理學報，36(3)，201-219。

徐淑玲（2007）。臺北市高職兼任行政職務教師工作壓力與因應策略之研究。國立臺北科技大學技術及職業教育研究所碩士論文，未出版。

張吉成（1998）。目標導向思考的帶班策略─高職導師的反思。技術及職業教育雙月刊，47，46-48。