臺中市國小中高齡教師對實施教師專業發展評鑑之工作壓力及退休態度關係之研究

本研究旨在探討臺中市國小中高齡教師對實施教師專業發展評鑑之工作壓力及退休態度的知覺現況，並分析臺中市國小中高齡教師對實施教師專業發展評鑑之工作壓力與退休態度的關係。主要的研究目的如下：一、了解臺中市國小中高齡教師對於實施教師專業發展評鑑之工作壓力及退休態度的現況。二、探討不同背景之臺中市國小中高齡教師對實施教師專業發展評鑑之工作壓力及退休態度的差異情形。三、探究臺中市國小中高齡教師對實施教師專業發展評鑑之工作壓力與退休態度之間的關係。四、分析臺中市國小中高齡教師之教師專業發展評鑑工作壓力對退休態度的預測力。為達上述研究目的，本研究採用問卷調查法進行研究，以臺中市公立國小的中高齡教師為對象，共發出505份問卷，回收問卷421份，有效問卷405份，有效問卷回收率為80.2％。以SPSS 12.0統計軟體為工具，進行敘述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元逐步迴歸分析等資料分析。本研究獲得結論如下：一、國民小學中高齡教師對實施教師專業發展評鑑工作壓力之知覺現況屬中等偏高程度，其中以「專業知能」構面的得分最高。二、國民小學中高齡教師對退休態度之知覺現況屬中等偏高程度，其中以「情感層面」構面的得分最高。三、國民小學中高齡教師在背景變項中，包含不同教育程度、現任職務與參與評鑑經驗，在教師專業發展評鑑工作壓力的知覺程度上達顯著差異。四、國民小學中高齡教師在背景變項中，包含不同性別、年齡、教育程度與服務年資，在退休態度的知覺程度上達顯著差異。五、國民小學中高齡教師對實施教師專業發展評鑑工作壓力的知覺程度，與退休態度具有顯著正相關。六、國民小學中高齡教師之教師專業發展評鑑工作壓力的「工作負荷」與「角色期許」等分構面的知覺程度，對退休態度具有顯著預測力。　最後根據研究結果提出建議，供教育相關單位、國小教師及未來研究者參考。

關鍵字

國小中高齡教師；教師專業發展評鑑；教師專業發展評鑑工作壓力；退休態度

並列摘要

This study intended to inquire the perception of job stress related to teachers’ professional development evaluations and the retirement attitudes of mid-age and older elementary school teachers in Taichung City. This study also sought to analyze the correlations between job stress related to teachers’ professional development evaluations and retirement attitudes. The main purposes of the study are as follows: 1.To understand the perception of job stress related to teachers’ professional development evaluations and the retirement attitudes of mid-age and older elementary school teachers in Taichung City. 2.To understand the differences of job stress related to teachers’ professional development evaluations and the retirement attitudes resulted by different backgrounds of mid-age and older elementary school teachers . 3. To understand the correlations between job stress related to teachers’ professional development evaluations and retirement attitudes. 4.To analyze the predictive ability of job stress related to teachers’ professional development evaluations toward retirement attitudes. To achieve the aforesaid purposes, the study adopted questionnaire survey research. The study is based on the mid-age and older teachers in public primary schools in Taichung City. The participants were 505 elementary school teachers; 421 questionnaires were collected; 405 valid questionnaires were collected; the response rate is 80.2%. SPSS 12.0 is used as major tool for descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression analysis. The conclusions of the study were as follows: 1. The mid-age and older elementary school teachers’ job stress related to teachers’ professional development evaluations are above the average, among which the highest score was “professional ability”. 2. The mid-age and older elementary school teachers’ retirement attitudes are above the average, among which the highest score was the “emotional aspect”. 3. Perceived job stress related to teachers’ professional development evaluations of the mid-age and older elementary school teachers, showed significant differences among background variables, such as educational level, position and past participation with evaluations. 4. There were significant differences in the perception of retirement attitudes with the different background variables of the mid-age and older elementary school teachers, such as gender, age, educational level and seniority . 5. There were significant positive correlations in the perception degrees between job stress related to teachers’ professional development evaluations and retirement attitudes of the middle-age and older elementary school teachers. 6.There was significant predictability in retirement attitudes of the mid-age and older elementary school teachers by the perceived degrees of job stress related to teachers’ professional development evaluations, based on “work loads” and “professional expectations”. According to the conclusions, this study provides some suggestions for educational authorities, the elementary school teachers and the future researchers.