教師工作心厭與背景因素關係之研究

The Relationship between Teacher Burnout and Teacher Background Variables

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 20期 (1987/05) Pp. 37-54

https://doi.org/10.6251/BEP.19870601.3

摘要

本研究旨在探討教師工作心厭與其背景因素之問的關係。研究對象為將近五百名國中教師，他們透過自己的知覺填答教師工作心厭量表及背景資料調查表。資料採用積差相關、多元逐步迴歸和多變項變異數分析後，得到以下的結果：(1)教師工作心厭量表在我國使用，也具有理想的構念效度和信度。(2)在五項背景因素中，僅學校地區、年齡和任教年資三個變項和教師工作心厭有顯著相關，但屬於低相關。(3)五項教師背景因素對工作心厭，具有預側效力，但預測力並不高。(4)就教師工作心厭整體而言，因其性別、年齡、學校地區、擔任職務和任教年資不同而有顯著差異。(5)一般而言，年齡愈輕的教師，其工作心厭比年齡愈大的教師更高，而任教年資愈短的教師，其工作心厭比年資長的教師更為明顯。(6)在城市服務的教師其工作心厭比郊區或鄉村的教師為低；擔任教務處行政工作的教師，其工作成就感高於科任教師。

並列摘要

The purpose of this research was to investigate the relationship between teacher burnout and teacher background variables. The sample for the study included approximately fire hundred junior high school classroom teachers. They were administered a Teacher Burnout Inventory and a questionnare of teacher background variables. The data was analyzed by Pearson product-moment correlation, the stepwise multiple regression, and multivariate analysis of variance.
The major findings of the study were: (1) The teacher burnout inventory was found to have appropriate construct validity and reliability in the Chinese cultural setting. (2) Among the teacher background variables, only three variables, type of school area, age, teaching experiences, have yield statistically significant but low relationships with teacher burnout. (3) Five teacher background variables could predict effectively the teacher burnout, but not powerful predictors. (4) The multivariate analysis of variance indicated that there were significant differences in sex, age, type of school area, teacher duty, and teaching experiences on the scale of teacher burnout. (5) Younger teachers in comparison with older teachers were inclined to express perceptions of burnout; teachers who have shorter teaching experiences tended to demonstrate perceptions of. greater burnout than those teachers who have longer teaching experiences. (6) Teachers in rural area were inclined to express greater burnout than teachers in urban area; teachers with school administration were inclined to feel greater sense of personal accomplishment than those teachers with no school administration.