私立國中導師適應策略之研究

在過去的研究當中，大多使用量化研究來呈現教師的壓力概況，且多聚焦於公立學校專任教師；然而，私立學校教師的壓力遠大於公立學校教師，兼導師職者更甚，相關研究卻屈指可數，故本研究旨在了解私立中學導師身處在怎樣的工作環境，面臨什麼樣不同於公立學校導師的壓力？他們又是如何適應策略以因應？以及這些適應策略帶來什麼樣的效應？本研究採質性研究之途徑，透過訪談三位來自臺灣北部不同私立中學國中部導師，佐以相關文件分析。本研究四個主要結論如下：一、制度要求與考核實為私立國中導師的壓力主要來源二、私立國中導師面對制度壓力選擇消極應對以求保有工作三、私立國中導師專業認同不敵顧客至上的氛圍四、私立國中導師考量學校制度要求和個人背景因素，逐步調整生涯發展的承諾

關鍵字

私立中學；導師；適應策略

並列摘要

In previous researches, there have been numerous quantitative researches which present the general overviews of teachers’ stress mostly focus on teachers’ at public schools; however, the teachers at private schools undertake much more pressure than those at public schools. There are fewer relevant researches , though. Thus, this study aims to find out what cause the teachers at private schools more stressful, how they adapt themselves to the stress and what changes they might have undergone during the period they have taught in the real field. This study takes the qualitative research approach, through interviewing three homeroom teachers coming from different three private junior high sections of high schools as well as document analysis The main findings of this study are as below: 1. System requirements performance evaluation are indeed the main stress sources of homeroom teachers at private schools’. 2. Homeroom teachers at private schools face the stress coming from the system in passive ways to implore the job. 3. The identity of homeroom teachers at private schools fails to resist the atmosphere of customizing in the campus. 4. Homeroom teachers at private schools gradually adapt their commitment considering school systems and individual backgrounds.