國小身心障礙資源班教師工作壓力與工作耗竭之關連性研究：以社會支持為中介變項

本研究主要是探討身心障礙資源班教師工作壓力對工作耗竭的影響，並以社會支持做為中介變項，且以桃園市公立國民小學設有身心障礙資源班的資源班教師為研究對象進行普查。共寄出113份問卷，有效回收98份，有效回收率為86.73％。研究結果顯示：1、資源班教師工作壓力對工作耗竭有顯著正向影響；2、教師工作壓力對社會支持有顯著負向影響；3、社會支持對教師工作耗竭有顯著負向影響；4、社會支持在資源班教師工作壓力與工作耗竭間具有部分中介作用；5、服務年資以及學校規模在教師工作耗竭程度上有顯著差異，其中服務年資在21年以上及任教學校規模為25-48班教師之工作耗竭程度最高。最後提出結論與各項建議以供後續研究與實務參考。

關鍵字

身心障礙資源班；工作壓力；工作耗竭；社會支持

並列摘要

The purpose of this study was to investigate the relations between job stress and burnout of disable-resource-room teachers in elementary schools with social support as a mediator. The subjects of the study are elementary resource room teachers in Taoyuan city. Taking census of schools which has disable-resource room and questionnaire survey are adopted. 113 questionnaire survey were sent and 98 valid ones were received, with a responding rate of 86.73％. The results demonstrated as follows: 1. Job stress was positively related to job burnout. 2. Job stress was negatively related to social support. 3. Social support was negatively related to job burnout. 4. Social support plays as a partly intermediary for job stress and burnout. 5. Part demographic variables are positively related to job burnout: Teachers who teach over 21 years and schools of 25-48 class have greater feelings of job burnout. According to the results and conclusions of this study, some suggestions were offered as references for educational administrative institutions, schools administration, elementary school teachers, and further study in the future.