兼任行政職務教師人格特質、工作壓力與因應策略之研究-以臺北市立國民中學為例

A study of administrative function-holding teachers' personality traits , job stress and the coping strategies -taking the public junior high schools in Taipei city for example

金育文(Yu-Wen Chin)

指導教授 ： 閔宇經 博士

國立臺灣師範大學/教育學院/政治學研究所在職進修碩士班/碩士(2009年)

摘要

本研究旨在探討臺北市立國民中學兼任行政職務教師人格特質、工作壓力與因應策略之研究，採用文獻分析法、修正式德菲法及問卷調查法為主要研究方法。以「NEO-PI-R分量尺」及自編的「工作壓力量表」、「因應策略量表」為研究工具，進行調查。本研究問卷，依學校規模及位置，以分層抽樣方式調查，針對臺北市立國民中學兼任行政職務教師共計寄發350 份問卷，回收有效樣本數299份，有效問卷回收率達85.4％。
本研究係以次方分配、百分比、平均數、標準差、獨立樣本t 考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析等統計方法進行資料分析，主要發現如下：
一、國中兼任行政職務教師人格特質中以「親和樂群」者最多。
二、國中兼任行政職務教師整體工作壓力屬中等程度，主要來自於「上級方面」。
三、國中兼任行政職務教師整體運用因應策略頻率為中等程度，且大多採取「尋求支持」。
四、年輕、年資淺、未婚者及擔任組長「具神經質」者多，而年長、年資深、已婚者及擔任主任者「勤勉謹慎」者多。
五、年輕、年資淺、未婚者及擔任組長比年長、年資深、已婚者及擔任主任者感受更多「專業知能」的工作壓力。
六、年資深者、擔任主任及任職教務處者較常用「解決問題」之因應策略。
七、國中兼任行政職務教師人格特質、工作壓力與因應策略之間均存有顯著相關。
八、整體人格特質與整體工作壓力對整體教師因應策略具有顯著正向預測關係。

依據研究之結論，分別提出對教育主管機關、對學校校長、對兼任行政職務教師及對後續研究者的建議。

關鍵字

國民中學 ； 兼任行政職務教師 ； 人格特質 ； 工作壓力 ； 因應策略

並列摘要

The purpose of this study was to explore the relativeness of the personality traits, job stress, and coping strategies among the public junior high schools administrative function-holding teachers in Taipei city; the study centers on the literature analysis, modified Delphi method and questionnaire survey. The researcher used “NEO-PI-R facet”, “Job Stress Scale” and “Coping Strategies Scale” established by the researcher as instruments. The survey used stratified sampling according to the school sizes and locations. Among the 350 issued sampling, 299 effective data are collected. The rate of the effective data was 85.4%.
The research applies the questionnaires with the statistic methods, such as frequency distribution, percentage, average, standard deviation, independent samples T-tests, one-way analysis of variance, Pearson product-moment correlation, and multiple regression analysis.
The results of the study were concluded as follows:
I.The most of personality traits for administrative function-holding teachers of junior high schools was “Agreeableness”.
II.The job stress for administrative function-holding teachers of junior high schools was medium degree; most job stress comes from “their bosses”.
III.The coping strategies for administrative function-holding teachers of junior high schools was medium degree, “looking for support” was most frequently used.
IV.The Neuroticism attributes are possessed more by the younger, junior, unmarried administrative function-holding teachers, and section chiefs; the Conscientiousness attribute are possessed more by the older, senior, married administrative function-holding teachers, and directors.
V.The younger, junior, unmarried administrative function-holding teachers and section chiefs have more job stress of “processional knowledge” than the older, senior, married administrative function-holding teachers, and directors.
VI.The senior administrative function-holding teachers, directors, and administrative function-holding teachers working in Office of Academic Affairs use the coping strategies of “problem resolving” more often.
VII.The coping strategies for administrative function-holding teachers of junior high schools were dramatically related to personality traits and job stress.
VIII.The personality traits and job stress was found to be good predictors of coping strategies.
The conclusion of this research could be adopted by education authorities, school principals, administrative function-holding teachers, and other as advices as well as reference for future studies.

並列關鍵字

Junior high school ； Administrative function-holding teachers ； Personality traits ； Job stress ； Coping strategies

參考文獻

吳清山（2000），《學校行政》，臺北：心理。

宋冠瑩（2006）；《我國公立高職兼任行政工作教師工作壓力與因應之研究》，臺北科技大學技術及職業教育研究所碩士論文，未出版。

沈承宗（2007），《教師人格特質、班級經營與班級經營績效相關性之研究》，崑山科技大學企業管理研究所碩士論文，未出版。

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》，臺北科技大學技術及職業教育研究所碩士論文，未出版。　 　

黃毓琦（2005），《高職教師的創新教學行為與人格特質之相關研究》，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。