桃園縣國中英語教師教學壓力與因應策略之相關研究─比較正式教師與代理教師之差異

An Investigation of English Teacher Stress and Coping Strategies at Junior High Schools in Taoyuan-a Comparison between Formal and Substitute Teacher

陳怡吟(Yi-Yin Chen)

指導教授 ： 廖恩崇

中原大學/人文與教育學院/應用外語研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00202

摘要

摘 要

教師壓力的論點已被廣泛的探究。本研究旨在探討北台灣正式英語教師與代理英語教師在壓力程度、壓力來源與處理策略上的不同。本文也針對北台灣的英語教師對於壓力來源與處理策略的感受進行調查。本研究對象以北台灣英語教師共計239位，其中包含198位正式教師與41位代理教師。本研究以Maslach Burnout Inventory 和教學壓力問卷進行調查研究。研究結果發現北台灣英語教師感受到工作壓力為低程度。此外，正式與代理英語教師表示學生的不當行為的感受最大的壓力來源。其次，包含學生低學習動機、學生面對課堂任務時的負面態度與學生英語程度上的落差。再者，正式與代理教師亦表示教育政策的改革也是重要的壓力來源。針對因應策略，正式與代理教師都表示個人方面的策略會比社會支持的策略來的有效。但是，研究結果針對正式與代理教師在壓力來源與因應策略並無顯著的差異性。

關鍵字

壓力來源 ； 因應策略 ； 教師壓力 ； 正式與代理教師 ； 12年國教

並列摘要

ABSTRACT

Teacher stress has been extensively investigated. The purpose of this study was to examine the differences of formal and substitute English teachers in Northern Taiwan on stress level, sources of stress, and coping strategies. This study also investigated English teachers’ perceptions of source of stress and coping strategies. The study participants were 239 public junior high school English teachers, including 198 formal teachers and 41 substitute teachers. The instruments include a Maslach Burnout Inventory and a teaching stress questionnaire, and interviews. The results indicated that English teachers’ stress was at low level. Both groups of teachers reflected students’ misbehavior as the most significant source for stress. Other sources such as student poor attitude toward tasks, low learning motivation, or achievement gap were also marked as important sources of stress. Formal and substitute teachers both reported education reform was the second higher stressful source. In terms of coping strategies, both formal and substitute teachers perceived self-oriented strategies as more effective than social-support strategies. The results showed no statistically significant differences between the two groups in aspects of sources of stress and coping strategies.

並列關鍵字

source of stress ； coping strategy ； teacher stress ； formal and substitute teacher ； 12-year Compulsory Education

參考文獻

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