國中特殊教育教師職業倦怠與因應策略之研究

本研究旨在探討國中特殊教育教師職業倦怠與因應策略之關係。研究對象為公立國中特殊教育教師，本研究以問卷調查法為主，共發出樣本問卷312份，回收有效問卷298份，回收率95.5％。根據調查所得資料利用 t 考驗、單因子變異數分析、積差相關等統計方法進行分析。本研究獲得以下結論：一、國中特教教師有中等程度的職業倦怠，其中以「教學問題」最為嚴重。二、國中特教教師在面對職業倦怠時，最常使用的因應策略為「問題解決」。三、教師職業倦怠在年齡、任教年資、婚姻狀況、最高學歷、特教背景和服務班級屬性等六個背景變項上有顯著差異。四、教師因應策略在特教背景及服務班級屬性兩個個背景變項上有顯著差異。五、國中特教教師感受的職業倦怠層面，影響其所採用的因應策略。

關鍵字

公立國中特殊教育教師；職業倦怠；因應策略

並列摘要

The aim of this study was to understand the current situation of burnout and coping strategies symptoms for special education teachers at public junior high school, and probing into the relationships between burnout and coping strategies. Target subjects were that of public special education teachers at public junior high school. Totally 312 copies of questionnaires were sent, and the effective retrievals were 298 copies that counted 95.5% in terms of retrieval rate. Then the t-test, One Way ANOVA, and product-moment correlation were used for statistical analysis. The results are as follow: 1.Workplaces cause teachers moderate level of burnout; among them, it is the burnout brought by “teaching problems” score the highest; 2.The most frequently coping strategy that teacher used is the “problem solving” when facing burnout; 3.Teacher’s burnout are having significant differences in 6 background variables, that is age, teaching years, marriage, education, background variables of the highest academic and attribute of class; 4.It is background and attribute of class variables that make teachers show significant differences; 5.Different burnout teachers took significantly have an effect on coping strategies.