中彰投國小教師工作壓力、角色壓力與因應策略之關係研究

本研究在探討中彰投國小教師工作壓力、角色壓力與因應策略的現況和關係，以及不同背景變項的中彰投國小教師工作壓力、角色壓力與因應策略的差異情形。本研究採用問卷調查法，將自編「中彰投地區國小教師工作壓力、角色壓力與因應策略問卷」作為研究工具，以中彰投國小教師為對象，總計有效樣本 459 份，有效問卷率為 91.8%。本研究以描述性統計、獨立樣本 t 考驗、單因子變異數分析、皮爾森積差相關和逐步多元迴歸分析作為資料分析。根據分析結果，本研究得到下列幾個結論：一、中彰投國小教師工作壓力和角色壓力感受程度為中下，以工作負荷和角色混淆壓力感受最高。二、中彰投國小教師因應策略使用頻率為中上，以理性思考使用頻率最高。三、不同年齡的中彰投國小教師在工作壓力有顯著差異，41~50 歲的教師感受高於 51 歲(含)以上的教師。四、不同年資的中彰投國小教師在工作壓力和角色壓力有顯著差異，年資 6~15 年和年資 16~25 年的教師感受高於 26 年(含)以上的教師。五、不同年齡的中彰投國小教師在角色壓力有顯著差異，31~40 歲的教師和 41~50 歲的教師壓力感受程度均高於 51 歲(含)以上的教師。六、不同年齡的中彰投國小教師在因應策略有顯著差異，30 歲(含)以下的教師使用頻率高於 41~50 歲的教師。七、不同年資的中彰投國小教師在因應策略有顯著差異，年資 5 年(含)以下的教師使用頻率高於 26 年(含)以上的教師。八、不同縣市中彰投國小教師在因應策略有顯著差異，臺中市的教師使用頻率高於彰化縣的教師。九、角色壓力和因應策略達顯著負相關，工作壓力與因應策略未顯著負相關。十、角色壓力與工作壓力對因應策略有部分預測力。最後，根據以上結論提供建議，提供教育行政機關、國小教師以及未來研究者參考。

關鍵字

中彰投國小教師；工作壓力；角色壓力；因應策略

並列摘要

The main purpose of this study is to investigate the relationship among working stress, role stress, and coping strategies of the elementary school teachers in Taichung city, Changhua county, and Nantou county. Furthermore, the study aims to understand the differences among working stress, role stress, and coping strategies of those teachers with different background variables.We investigated this research question by constructing and administering a specially designed questionnaire, called “Questionnaire of Working Stress, Role Stress, and Coping Strategies of the Elementary School Teachers in Taichung City, Changhua County, and Nantou County”. The focus group consisted of elementary school teachers from three cities (Taichung City, Changhua County, and Nantou County). We received totally 459 effective questionnaires and the recovery rate of the valid questionnaires was 91.8%. The quantitative analysis of this study was analyzed with descriptive statistics, Independent-Samples t test, one-way ANOVA, Pearson product-moment correlation, multiple regression analysis and stepwise regression analysis. According to the results of data analysis, the findings are as follows: 1. Working stress and role stress on the elementary school teachers in Taichung city, Changhua county, and Nantou county reached between medium and low level. Workload and role confusion are high level. 2. Coping strategies on the elementary school teachers in Taichung city, Changhua county, and Nantou county reached between medium to high level. Rational thinking is high level. 3. The working stress on the elementary school teachers in Taichung city, Changhua county, and Nantou county with different age have significant differences, age 41 to 50 has high level than age up to 51. 4. Working stress and role stress on the elementary school teachers in Taichung city, Changhua county, and Nantou county with different seniority have significant differences, seniority years 6 to 15, and seniority years 16 to 25 have high level than seniority years up to 26. 5. The role stress on the elementary school teachers in Taichung city, Changhua county, and Nantou county with different age have significant differences, age 31 to 40, and age 41 to 50 have high level than age up to 51. 6. Coping strategies on the elementary school teachers in Taichung city, Changhua county, and Nantou county with different age have significant differences, age less than 30 has high level than age up to 51. 7. Coping strategies on the elementary school teachers in Taichung city, Changhua county, and Nantou county with different seniority have significant differences, seniority years than 5 has high level than seniority years up to 26. 8. Coping strategies on the elementary school teachers in Taichung city, Changhua county, and Nantou county with different county have significant differences,elementary school teachers in Taichung city have high level than elementary school teachers in Changhua county. 9. A significant negative correlation existed between role stress and coping strategies.No significant negative correlation existed between working stress and coping strategies. 10. Working stress and role stress have part predictive power to the coping strategies. The results of this study can also be used as suggestions for educational administrations, elementary school teachers, and future research.