國中教師工作壓力與自我效能之研究—以新北市三重區某國中為例

本研究旨在探討國中教師的工作壓力與自我效能之現況與關係，以及教師知覺工作壓力與自我效能之影響因素，以新北市三重區某國中109學年度之正式教師為研究對象，並根據本研究之結果提出建議，期許能協助國中教師更有效進行壓力調適與提升自我效能。本研究以問卷調查法為主，半結構式訪談為輔，向新北市三重區某國中之正式教師進行普查，總計發出75份問卷，回收問卷共74份，有效問卷回收率為98.66%。研究者再立意取樣選取工作壓力感受分別為高等、中等和低等程度之教師共六位進行訪談，以更深入探討教師工作壓力與自我效能之影響因素。問卷所得資料以描述統計、Pearson積差相關等統計方法分析；訪談資料則以整理逐字稿、編碼分類等方式分析。本研究結果分述如下：一、新北市三重區某國中教師的「整體工作壓力」呈現中高程度（M=3.30），其中以「工作負荷」構面壓力最大，以「人際關係」構面壓力最低。不同背景變項皆會讓新北市三重區某國中之教師感受到不同程度之工作壓力，其中以不同「擔任職務」和不同「學歷」之教師在工作壓力感受差別最大。二、新北市三重區某國中教師的「整體自我效能」呈現高等程度（M=4.15），且「一般教育效能」高於「個人教學效能」。不同背景變項皆會讓新北市三重區某國中之教師感受到不同程度之自我效能，其中以不同「性別」和不同「任教領域」之教師在自我效能知覺差別最大。三、新北市三重區某國中教師之「工作壓力」與「自我效能」整體之間存在低度正相關（r=.117）。整體工作壓力與自我效能各構面之間具有政相關；整體自我效能與工作負荷構面有正相關，與行政支持構面有負相關。四、新北市三重區某國中教師之「工作壓力影響因素」為學校環境因素、教師個人因素、工作內容因素、教育環境改革因素和其他因素。新北市三重區某國中教師之「自我效能影響因素」為學校環境因素和教師個人因素。最後，本研究根據上述研究結果提出相關建議，以供出教育行政機關、國中教師以及後續研究參考。

關鍵字

國中教師；工作壓力；自我效能

並列摘要

The purpose of this study was to realize the current situation and differences of junior high school teachers’ work stress and self-efficacy, and to discuss the relationship of the two in one junior high school in Sanchong Dist in New Taipei City. Besides, this study tried to explore the influencing factors of teachers' work stress and self-efficacy in the junior high school. 　In this paper, data were collected mainly by questionnaire and the whole population was used. There were 75 teachers in the junior high school in Sanchong Dist in New Taipei City. Among the 75 questionnaires, 74 questionnaires were completed and returned. The overall recovery ratio was 98.66%, and all of the questionnaires were valid. Then the researcher selected six teachers with different stress levels to conduct semi-structured interviews to explore the influencing factors of teachers' work stress and self-efficacy. Descriptive statistics and Pearson’s product-moment correlation were used to analyze the data in this study. 　The major results and findings of this study were summarized as follows: 1.Teachers’ work stress in the junior high school in Sanchong Dist in New Taipei City belonged to medium-to-high level. Among them, the “workload” dimension was the highest, and the “interpersonal relationship” dimension was the lowest. Different background variables made teachers in the junior high school in Sanchong Dist in New Taipei City feel different levels of work stress. Among them, teachers with different “educational backgrounds” and different “positions” had the greatest difference in work stress perception. 2.Teachers’ self-efficacy in the junior high school in Sanchong Dist in New Taipei City belonged to high level. Besides, “general educational effectiveness” was higher than “personal teaching effectiveness”.Different background variables made teachers in the junior high school in Sanchong Dist in New Taipei City feel different levels of self-efficacy. Among them, teachers with different “genders” and different “teaching fields” had the greatest difference in self-efficacy perception. 3.There was a low and positive correlation between work stress and self-efficacy of the teachers in the junior high school in Sanchong Dist in New Taipei City. 4.The influencing factors of teachers' work stress in the junior high school in Sanchong Dist in New Taipei City were social characteristics of the school, teachers’ characteristics, work contents, educational reform, and other factors.The influencing factors of teachers' self-efficacy in the junior high school in Sanchong Dist in New Taipei City were teachers’ characteristics and school environment factors. 　Based on the conclusions of this study, some suggestions were made for the educational administrations, junior high school teachers, and further research plans.

並列關鍵字

junior high school teachers ； work stress ； self-efficacy

參考文獻

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi: 10.1037/0033-295X.84.2.191

壹、中文部分