本研究旨在探討特殊教育教師之工作要求(包含工作負荷與班級經營要求)、自我效能(包含班級管理能力、教具使用策略、使學生投入狀況),以及工作壓力間的關係。本研究採取立意抽樣法,針對大台中地區國小、國中、高中職以上資源班及特教班教師(排除在家教育班教師)進行結構性問卷施測,共回收有效問卷250份,有效回卷率83%。研究結果顯示,特殊教育教師的「工作負荷」、「班級經營要求」與教師工作壓力有顯著負向關聯;教師「教具使用策略」、「教具使用策略」、「使學生投入狀況」的自我效能與教師工作壓力有顯著負向關聯。在調節作用方面,教師的「教具使用策略」與「使學生投入狀況」自我效能,可減緩「工作負荷」與教師工作壓力間的關係。
The aim of this study was to explore relations between work demands and teaching stress of special education teachers. Workload and class management are selected as the work-demand stressors in order to examine the effects further. In addition, we also examined the moderating effect of self-efficacy including class management ability, instructional strategies, as well as student engagement on the relationships between the above two work-demand characteristics and teaching stress. The purposive sampling method was used to conduct surveys with structured questionnaires among full-time teachers in the resource classes and special education classes of elementary, junior high, senior high, and vocation schools in Taichung and Tainan cities. A total of 250 participants returned valid responses for analysis (a response rate of 83 %). The results revealed that both two work demands were positively related to teaching stress. All three self-efficacy traits had negative impact on teachers’ stress. Furthermore, instructional strategies self-efficacy and student engagement self-efficacy buffered the positive relations between workload and teaching stress.