臺北市國中身障資源班教師對學校行政支持與職業倦怠之研究

The Relationship between Administrative Support and the Burnout o fResoruce Room Teachers in Taipei

李冠儀(LEE KUAN YI)

指導教授 ： 杞昭安

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2012年)

摘要

本研究旨在瞭解臺北市國民中學身心障礙資源班教師感受學校行政支持的程度及滿意度，與其職業倦怠間的關係。本研究採用問卷調查方式，以臺北市國民中學資源班現任正式教師為研究對象，使用「國中資源班教師對學校行政支持現況及滿意度問卷」、「教師職業倦怠量表」為研究工具。總計發出260份問卷，回收252份，回收率達96.92%。所得資料以描述性統計、效果值、積差相關進行分析。研究發現如下:
一、臺北市國中有九成的學校行政支持項目達到相關的規定。
二、臺北市國中資源班教師對學校行政支持的整體感受屬於滿意程度，以教務行政向度的整體滿意度最高；對於學校行政支持各向度均屬於滿意程度。在背景變項中，以全校總班級數在「60班以上」、教學年資「15年以上」、專業背景以「特教學分班」、個案人數在「11至15人」、「有兼任行政職」的教師滿意度較高；但都屬於低度效果值。
三、臺北市國中資源班教師職倦怠程度屬於中低程度的感受。在三個分量表中，以「情緒耗竭」及「低落的個人成就感」的倦怠感受較高。在背景變項中，以全校總班級數在「12班以下」、教學年資「6至10年」、專業背景以「特教系及輔系」、個案人數在「15人以上」、「有兼任行政職」的教師職業倦怠感受較高。其中不同教學年資達中等至高等強度效果值、不同認輔個案人數達高等強度效果值。
四、臺北市國中資源班教師感受學校行政支持與其職業倦怠之間達顯著關係，且為中度負相關，顯示學校行政支持滿意度越高，則整體職業倦怠感受及職業倦怠三個層面的倦怠感受都越低。
根據研究結果，提出具體建議，俾提供教育行政機關、學校行政單位、資源班教師及後續研究做為參考。

關鍵字

身心障礙資源班教師 ； 學校行政支持 ； 職業倦怠

並列摘要

The aim of study was to understand the relationship between the reception of school administrative support and the burnout of resource room’s teachers who worked in junior high school in Taipei.The instrument was followed by “Questionnaire on Junior High School Resource Room Teacher’s School Administrctive Support and Satisfaction” and “Teachers Burnout Scale”.Total of 260 questionnaires were sent out and 252 were valid.Recovery rate was 96.92%.
The data was cross analysed by descriptive statistical analysis, effect size and product movement correlation.Following conclusions were drawn out from this study:
1.The jurior high school administrative supports to resource rooms in Taipei abide by requlations over than 90%.

2.The junior high school resource room teachers in Taipei were statisfied with the support which providing by administrative department.The most satisfacation was received by education administration. Moreover, the school which over 60 classes,11~15 students in a class , The teacher who teached more than 15 yeas and served administrative position as a second received more satisfacation.

3.The average of burnout of jurnior high school resource room teachers in Taipei was middle degree. Abrove all, passion and self-effectiveness burnout were higher then other variance.The school which under 12 classes, over 15 students in a class,the teacher who teachered more then 15 years , served administrative position as a second and not major in special education , feeled higher degree of burnout than others , especially the experienced .

4.The receiption of junior high school resourece room teachers to school administrative support in Taipei were obviously regatively correlated with the entire burnout . It shows that when the satisfaction of administrative support increased , the degree of burnout would be decreased .

Finally , based on the results of this study , the suggestions were provided for educational administrations , school odministrations , resource room teachers and correlated studies in the future .

並列關鍵字

Resoure room teacher ； School administrative support ； Burnout

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