國中教師面對十二年國教課程工作壓力、因應策略與
專業成長需求之研究

本研究旨在探討國中教師在面對十二年國教課程時，工作壓力、因應策略與專業成長需求之間的關係。研究結果發現：十二年國教課程帶給教師工作壓力感受越大者，教師因應策略以「逃避處理」為最頻繁；少以採用「尋求支持」、「改變策略」的壓力因應策略來面對；教師對於專業成長需求越低。分析各變項對壓力因應策略的預測力後發現，國中教師的個人背景變項及工作壓力各層面對壓力因應策略和專業成長需求皆有顯著預測力。其中，在個人背景變項上，以「擔任職務」對壓力因應策略的預測最為重要。在工作壓力方面，以「改革內容」、「課程教學」、「教學評量」、「人際協調」對壓力因應策略的預測最為重要。在個人背景變項上，以「擔任職務」及「任教領域」對專業成長需求的預測最為重要。在工作壓力方面，以「改革內容」、「課程教學」、「家長參與」、「行動研究」對專業成長需求的預測最重要。

關鍵字

十二年國教課程；工作壓力；因應策略；專業成長需求

並列摘要

The purpose of this study is to understand the current status and relationships among junior high school teachers’work stress, coping strategies with stress, and professional growth needs when implementing the Twelve-Year-Basic-Education Curriculum. The data had resulted in: 1.Teachers who felt more stress from the Twelve-Year-Basic-Education Curriculum used“evasion”strategy most frequent and less used“support-seeking”and “strategy-changing”strategies to deal with. The professional growth needs of teachers were low. 2.The variables were analyzed by T-tests, ANOVA, Stepwise Regression. The results indicated that demographics and various aspects of the junior high school teachers’work stress significantly predicted the strategies for coping with stress and the needs of professional growth. 3.Based on the stepwise regression of the strategies for copying with stress and the needs for professional development on demographics and work stress,we found that: (1) “Job position”was the most important predictor for copying strategies with stress amongdemographic variables. (2) “Content reform”, “course teaching”,“educational assessment” and “interpersonal coordination”were important predictors for copying strategies with stress among work stress variables. (3) “Job position”and“teaching specialty areas”were important predictors for the needs for professional growth among demographic variables. (4)“Content-reform”,“course-teaching”,“parents-participation”and“behavioral-research”were important predictors for the needs for professional growth among work stress variables.