近年來,在高職學校招生日益困難且學生素質良莠不齊的情況下,高職學校辦學與教師教學正面臨空前的壓力與挑戰,高職教師的職業倦怠問題更值得重視。此外,學校組織文化亦會影響同仁間的關係及教學成效,顯然,有必要探討高職教師對學校組織文化的知覺,以及學校組織文化與教師職業倦怠的關係。因此,本研究以高職學校教師為對象,調查高職學校組織文化與教師職業倦怠的現況,並比較不同背景變項的教師對學校組織文化及職業倦怠知覺的差異情形,最後分析學校組織文化與教師職業倦怠間的相關程度。本研究結論如下: 一、高職學校組織兼具官僚型、科層型、支持型及創新型文化特質。 二、不同職務、學校性質教師知覺的學校組織文化有顯著差異。 三、高職學校教師略有缺乏個人成就感、缺乏人情味及情緒耗竭等職業倦怠現象。 四、不同性別、職務教師知覺的職業倦怠感有顯著差異。 五、高職學校教師對學校組織文化的知覺與教師職業倦怠感有顯著負相關。
It’s difficult for senior vocational school either to attract students or to teach students of different degrees these years. To run a school and to teach students are both stressful challenges. Therefore, senior vocational school teacher’s burnout is worth our attention. School organization conventions affect colleagues’ relationship and results of teaching. It’s obviously necessary to discuss teachers’ awareness of school organization conventions and how the conventions relate to teacher’s burnout. This research aimed at senior vocational school teachers. Firstly, it investigated school organization conventions and teacher’s burnout . Secondly, it compared different background teacher’s tawareness of school organization conventions and teacher’s burnout. Thirdly, it analyzed how these two variables, school organization conventions and teacher’s burnout, relate to each other. The results are as follows: 1.Senior vocational schools have qualities such as bureaucracy, supportability, and creativeness. 2.Teachers from different backgrounds have different degrees of awareness of organization conventions. 3.Senior vocational school teachers do not think they have much achievement, friendliness and exhausting teacher’s burnout. 4.Gender and post make a great diversity on teacher’s awareness of burnout. 5.Senior vocational school teacher’s awareness of school organization conventions is negatively related to their burnout.