國民中學教師對教育改革所知覺的壓力及因應行為對其專業態度之影響

The Effects of Junior High School Teachers' Personal Perceived Stress of Education Reform and Coping Behaviors on Professional Attitudes

黃國銘(Huang kuo-ming)

指導教授 ： 簡茂發博士

國立臺灣師範大學/教育學院/教育學系/碩士(2002年)

摘要

摘 要
本研究旨在探討國中教師對教育改革所知覺的壓力及因應行為對其專業態度之影響。研究方法採問卷調查法，進行資料蒐集；研究樣本以71所國中623位教師為對象；研究工具為「教改壓力感受量表」、「教改知覺評估量表」、「教改因應行為量表」與「教師專業態度量表」。調查所得資料，以SPSS 11.0、LISREL 8.53等軟體，經獨立樣本t考驗、單因子變異數分析、多元迴歸、徑路分析與結構方程模式（SEM）考驗研究假設。主要研究結果如下：
一、國中教師在教改壓力感受、教改知覺評估、教改因應行為與教師專業態度上之現況：國中教師對教改壓力感受屬「中等程度」，以課程方面的壓力感受最為沈重。國中教師對教改的知覺評估，以「威脅傷害」的知覺程度大於「挑戰機會」的知覺程度。國中教師對教改工作所採取的因應行為，以「問題取向」的因應方式多於「情緒取向」的因應方式。國中教師的專業態度傾向正向、積極，以教育態度的表現最佳。
二、不同背景變項之國中教師在教改壓力感受、教改知覺評估、教改因應行為與教師專業態度上的差異情形：不同學歷與職務的國中教師在教改壓力感受上有顯著差異；不同學歷的國中教師在教改知覺評估上有顯著差異；不同學歷的國中教師在教改因應行為上有顯著差異；不同學歷與職務的國中教師在教師專業態度上有顯著差異。
三、教改壓力感受、教改知覺評估、教改因應行為可以有效預測教師專業態度，但「教改壓力感受」較不具預測力。
四、教改壓力感受對教師專業態度無直接影響效果，而是透過其知覺評估與因應行為，進而間接影響教師專業態度。
五、本研究的「教改壓力模式」可以用來解釋國中教師面對教改時的現況。
此外，本研究根據研究結論，提出七項相關建議。
關鍵字：教育改革、教改壓力感受、教改知覺評估、教改因應行為、教師專業態度

關鍵字

教育改革 ； 教改壓力感受 ； 教改知覺評估 ； 教改因應行為 ； 教師專業態度

並列摘要

The Effects of Junior High School Teachers’Personal Perceived Stress of Education Reform and Coping Behaviors on Professional Attitudes
Abstract
The purpose of this study is to investigate the effects of junior high school teachers’ perceived stress of education reform and coping behaviors on professional attitudes. This study used the questionnaire survey as its means of data collection. The research sample consisted of 623 teachers in a total of 71 public junior high schools in Taiwan. The research tools used were as follows: “Teachers’ Education Reform Stress Scale”, “Perceived Appraisal of Education Reform Scale”, “Coping Behavior of Education Reform Scale”, and “Professional Attitudes of Teachers Scale”. In order to test the research hypothesis, the data obtained from the survey was analyzed by t test, ANOVA, multiple regression, path analysis, and SEM（Structural Equation Modeling）. The main research results are as stated below:
1.The stress from the education reform is “Middle level” for teachers, and the curriculum aspect is the heaviest for them.
2.The perceived level of “threatening and harmful” is higher than that of “challenging and beneficial” for teachers’ perceived appraisal of education reform.
3.The “problem-orientation” coping behavior is more common than the “emotional-orientation” coping behavior for education reform used by teachers.
4.The display of education attitude is the best for the positive and enthusiastic tendency towards professional attitudes of teachers.
5.There is significant variance in education reform stress for teachers with different educational backgrounds and positions.
6.There is significant variance in perceived appraisal of education reform for teachers with different educational backgrounds.
7.There is significant variance in coping behavior for teachers with different educational backgrounds.
8.There is significant variance in professional attitudes for teachers with different educational backgrounds and positions.
9.Education Reform stress, perceived appraisal of education reform, and coping behavior for education reform as means to effectively predict professional attitudes of teachers.
10.Education reform stress had no direct effect on the results of professional attitudes of teachers. However, it had indirect effect on professional attitudes of teachers by perceived appraisal and coping behavior of education reform.
11.“Education Reform Stress Model” can be used to interpret the current situation of junior high school teachers facing education reform.
According to the results stated above, this study provides seven recommendations.
Key words: Education Reform, Teachers’personal perceived stress of education reform, Coping behavior for education reform, Professional attitudes of teachers.

並列關鍵字

Education Reform ； Personal Perceived Stress of Education Reform ； Perceived Appraisal of Education Reform ； Coping Behavior of Education Reform ； Professional attitudes of teachers

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