溫柔而堅持的擺渡者---國中階段特殊教育教師工作壓力與適應歷程之紮根研究

The Tender and Staunch Ferryman：A Grounded Analysis of Special Education Teachers' Working Stress and Adjustmental Process

王姝文(Wang Shu-Wen)

指導教授 ： 田秀蘭

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DEPC.035.2018.F02

摘要

本研究旨在探討國中階段特殊教育教師之工作壓力與適應歷程。本研究邀請了10位服務年資超過10年之國中階段為研究對象，使用半結構訪談大綱進行深度訪談，探究其工作壓力感受、因應策略、支持系統及調適歷程。研究者採用質性研究方法，以紮根理論分析程序：開放編碼、主軸編碼、選擇性編碼進行資料分析。
研究結果發現國中階段特殊教育教師之工作壓力主要為：(1)個人角色衝突；(2)教學工作；(3)親師合作；(4)同儕關係；(5)普特合作；(6)校內行政組織；(7)整體教育環境。資深教師據此發展出的內外在因應策略包括：(1)個人工作風格；(2)認知調整；(3)時間管理；(4)尋求社會支持；(5)休閒選擇；(6)形成專家法則；(7)工作彈性高。資深教師維繫工作熱情之支持系統為：(1)個人性格；(2)成長進修；(3)家庭支持；(4)學生回饋；(5)家長回饋；(6)特教團隊合作；(7)系統合作；(8)縣市政府特教制度。
研究歸納出國中階段特殊教育教師工作調適歷程有三型，分別為(1)順利適應型：該型教師擁有正向的人格特質並能適應環境的要求享受工作；(2)挫折重生型：該型教師曾在職業生涯中面臨重大挫折，但能從打擊中發展出更堅毅的力量；(3)持續調適型：該型教師在教學生涯中持續面臨挑戰，但卻堅持不放棄並走出屬於自己的道路。
最後針對上述之研究結果，提出相關建議供新手教師及後續研究之參考。

關鍵字

工作壓力 ； 因應策略 ； 特教教師 ； 紮根研究 ； 適應歷程

並列摘要

The purpose of this study was to explore the special education teachers’ working stress and adjustmental process. The researcher invited ten participants who had over 10-year working experience in junior high schools. Semi-structured interview was applied to explore their working stress, coping strategies, support system and adjustmental process. Qualitative method and grounded theory formed the basis of data analysis during the research, and also included open coding, and selective coding. Results of this study showed that the main working stress included: (1) personal role conflicts; (2) teaching; (3) parent and teacher association; (4) peer relationship; (5) collaboration between general and special education teachers; (6) school administration organization; (7) Overall education environment. Senior teachers’ coping strategies were (1) personal working style; (2) cognitive adjustment; (3) time management; (4) seeking social support; (5) leisure activities; (6) forming expert system; (7) highly working flexibility. The support system of senior teachers were (1) personal character; (2) in-service education; (3) family support; (4) students feedback; (5) students’ parents feedback; (6) special education teachers’ teamwork; (7) school system collaboration; (8) government system. The study categorized senior special education teachers’ adjustmental process into three types: (1) the teachers possessed positive personality, adapted to requirement and enjoyed the work; (2) the teachers experienced significant frustration and developed grit afterwards; (3) the teachers faced consistent challenges but they never gave up. Finally, related suggestions for beginning teachers and further studies were provided.

並列關鍵字

Adjustmental process ； Coping strategies ； Grounded theory ； Special education teachers ； Working stress

參考文獻

莊貴枝、邱鈺庭（2010）。淺談特教教師工作壓力與倦怠之省思。教師之友，51（2），104-111。

廖光榮 (2002)。國中資源班教師工作壓力與工作倦怠相關之研究。國立臺灣師範大學工業教育研究所碩士論文。

韓玉芬（2004）。初任教師工作壓力因應歷程之質的研究。國立臺灣師範大學教育心理與輔導研究所碩士論文。

一、中文文獻

王文伶、葉碧純、曾淑賢（2012）。資源班教師運用社區資源於教學之差異：以新手及資深的成長觀點探討。屏東教育大學學報，39，107-142。