桃園縣國中英語教師教學效能與壓力
之相關研究

本研究旨在檢驗國中英語教師教學壓力及效能之相關程度，並探討教師效能以何種方式與壓力程度相關。Bandura(1997)曾提出教師效能會影響教師本身面對及處理壓力的意願程度，並指出教師效能與教學壓力之相關性。即使身處相似的教育環境及壓力來源，教師們在教學上仍可能呈現不同程度的自我效能及壓力感受。本研究隨機抽選桃園縣共三十所國中，總共發送335份研究問卷並回收239份，回收率為71.34%。本研究使用之問卷為教師教學效能量表、教師教學壓力量表，及馬氏工作倦怠量表，以檢驗桃園縣國中英語教師於效能及壓力之普遍感受，其結果以SPSS之描述性統計及斯皮爾曼相關係數(Spearman’s correlation coefficient)分析之。此外，研究對象會根據量化結果分為四大族群：高效能高壓力、高效能低壓力、低效能高壓力，及低效能低壓力。其中研究者會從高效能低壓力及低效能高壓力該兩族群分別隨機抽選出兩位英語教師參與個別半結構式訪談，以更深入探究自我效能及壓力相關之教師觀點。本研究結果指出桃園縣英語教師效能及壓力呈現負相關。教師效能越高，所感受之壓力程度越低，由此可推論具備高效能之英語教師亦較具備能力處理教學相關問題及壓力。此研究結果可協助教育部及各級學校了解英語教師效能及壓力之現況，並提醒教學效能會影響教師面對壓力之感受與教學表現，因此，建議相關單位能夠推行並支持有效措施，以幫助教師建立自我效能及降低壓力程度，進而提升其教學品質。

關鍵字

教師效能、教學壓力、教師職業倦怠、教育心理學

並列摘要

The purpose of this study aimed to examine the relationship between junior high school English teachers’ teaching stress and self-efficacy, and to explore in which ways teachers’ self-efficacy correlates to their stress level. Based on Bandura (1997), teacher efficacy could influence teachers’ willingness to experience and process their teaching stress, which indicated that teachers’ self-efficacy are believed to be correlated with one’s stress level. Teachers who experiencedsimilar educational settings and stressors mightstill hold different levels of efficacy and tress in their teaching. Consequently, more detailed information between these two psychological factors needed to be investigated. A total of 30 junior high schools in Taoyuan were randomlyselected in this study. The researcher distributed questionnaires to 335 English teachers and retrieved 239 questionnaires among these schools. Three questionnaires, including Teacher Efficacy Scale, Teacher Stress Scale and MaslachBurnout Inventory, were used to identify the prevalent views of self-efficacy and teaching stress among junior high school English teachers in Taoyuan. The data were analyzed through descriptive statistics and correlation analysis. In addition, four groups of participants, which are high/low teacher efficacy with high/low teaching stress, were defined based on the quantitativeresults, and two participants from each Group Two (high self-efficacious with low teaching stress) and Group Three (low self-efficacious with high teaching stress)were randomly selected to conduct the individual semi-structured interviews to look at the in-depth perceptions about self-efficacy and teaching stress from the interviewees. The results of this study indicated that teacher self-efficacy and teaching stress were negatively correlated (-.512). The teachers with higher self-efficacy perceived lower stress level, which could be assumed that the teachers with high self-efficacy were believed to own more capabilities to deal with teaching problems at school. The results of this study could assist the Ministry of Education and schools to better understand teachers’ self-efficacy. Moreover, confidence could relate to teachers’ level of stress and performance so that administrators should enforce more helpful measure or supports for teachers to further help them enhance their self-efficacy and reduce their teaching stress to improve teaching quality.

並列關鍵字

Teacher efficacy ； educational psychology ； teacher burnout ； teachingstress

參考文獻

吳煥烘、林志丞 (2011)。國中教師社會支持、教師自我效能與工作倦怠相關研

Yen, C. F. (2010). School Bullying and Mental Health in Children and Adolescents. Taiwanese Journal of Psychiatry (Taipei), 24(1), 3-13.

Yang, Y. T. (2012). Effect of Self-efficacy on Stress-related Fatigue; Influences of Direct Psychophisiological Reaction Pathway and Indirect Coping Behaviors Pathway. Thesis: Chung Yuan Christian university.

Kyriacou, C. & Chien, P. Y. (2004). Teacher stress in Taiwanese primary schools. Journal of Educational Enquiry, 5(2), 86-104.

Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationships between personality variables and burnout: A meta-analysis. Work & Stress, 23(3), 244-263.

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