臺北市國中教師工作壓力、情緒智慧與壓力因應之關係研究-以普教教師及特教教師為例

本研究旨在探討國中教師之工作壓力、壓力因應與情緒智慧之間的關係，以臺北市215位國中普教與特教老師為研究對象，並探討普教教師及特教教師之異同。研究工具包含「國中教師工作壓力問卷」、「國中教師壓力因應問卷」以及「教師情緒智慧量表」。並以描述統計、獨立樣本t考驗、單變量變異數分析、績差相關以及典型相關等統計方法進行探討。研究結果如下: 一、國中教師整體工作壓力感受為中等；國中教師壓力因應策略使用頻率為經常使用；國中教師之情緒智慧表現為中上。二、國中教師之工作壓力不因性別、婚姻狀況、年資、學歷、教師別及職務而有所差異。三、國中教師之情緒智慧不因性別、婚姻狀況、年資、學歷、職務而有所差異；在教師別上有顯著差異。四、國中教師之壓力因應不因性別、婚姻狀況、年資、職務而有所差異；而在職務以及教師別上有顯著差異。五、國中教師情緒智慧與壓力因應有顯著正相關，工作壓力與壓力因應、情緒智慧與工作壓力有部分相關。六、國中教師工作壓力、情緒智慧能有效預測壓力因應。情緒智慧表現越佳，越能有效使用理性評估、尋求協助及正面挑戰等因應策略；在班級經營、人際關係及角色要求所感受之壓力越大，使用情緒調適策略之頻率越高。七、在普教教師方面，情緒智慧越佳，亦更能有效使用理性評估、尋求協助及正面挑戰等策略；情緒表達能力越佳，使用情緒調適策略之頻率越高；在角色要求、人際關係所感受到之壓力越大，越常使用情緒調適策略來因應。在特教教師方面，情緒智慧之「情緒認知」、「情緒表達」、「正向激勵」及「情緒反省」表現越佳，使用「理性評估」與「情緒調適」等策略之頻率越高。最後，根據以上研究結果提出相關建議，以供教育行政機關、教師及後續研究參考。

關鍵字

工作壓力；壓力因應；情緒智慧；特教教師；國中教師

並列摘要

The main purpose of this study is to investigate the relationship between working stress, emotional intelligence and coping strategies of junior high school teachers. Among the public junior high school teachers in Taipei city,we randomly selsced 215 teachers as the object of this study,which include special education teachers and general education teachers.Instruments used in this study include: “Working Stress and Coping Strategies Scale for junior high school teachers”,and “Emotional Intelligence for teachers”.The obtained data was analyzed by statistical methods,including describtive statistics,independent-sample t test,univariate analysis of variance,product moment correlation,and canonical analysis.The major findings if this study are as follow: 1.The overall working stress on the junior high school teachers is medium.The coping strategies are always used by junior high school teachers.The junior high school teachers`situation of emotional intelligence reached between medium to high level. 2.No significant differences was found among the junior high school teachers ’ working stress in terms of the personal background variables . 3.Significant differences was found among the junior high school teachers ’ coping strategies between “special education teachers and general education teachers” and in “duty” . 4.Significant differences was found among the junior high school teachers ’ emotional intelligence between “special education teachers and general education teachers” . 5.A positive relationship existed between emotional intelligence and coping strategies.No significant correlation between working stress and coping strategies. And no significant correlation between emotional intelligence and working stress . 6.Working stress and emotional intelligence can significant predict coping strategies. Higher emotional intelligence teachers can better perceived rational assessment,seeking support and facing challenge strategies.And the teacher who felt more stress in class management, interpersonal relationships and role requirements used emotional adjustment strategies more often. 7.Among general education teachers, Higher emotional intelligence teachers can better perceived rational assessment,seeking support and facing challenge strategies. And higher emotional expression teachers used emotional adjustment strategies more often. Moreover, the teacher who felt more stress in interpersonal relationships and role requirements also used emotional adjustment strategies more often. Among special education teachers, Higher emotional intelligence teachers better perceived rational assessment and emotional adjustment strategies.