本研究旨在探討桃園縣國中英語教師工作壓力與教學效能的現況,並分析國中英語教師工作壓力與教學效能間的相關性以及工作壓力對教學效能的預測力。 研究中採問卷調查法,以桃園縣公立國中英語教師296名為研究對象,量表回收有效樣本241份。使用的工具包括「教師工作壓力問卷」與「教師教學效能問卷」,先分別探討國中英語教師工作壓力與教學效能的現況,並考驗不同背景變項之國中英語教師其工作壓力與教學效能是否有差異,而後更進一步探討國中英語教師工作壓力與教學效能間的相關性以及工作壓力對教學效能的預測力。所得資料採用平均數、t考驗、單因子變異數分析、皮爾遜積差相關、典型相關等統計方法進行分析。 研究結果如下: 一、桃園縣國中英語教師工作壓力屬中等程度以下,各層面中以「教育變革」得分較高。 二、桃園縣國中英語教師教學效能屬中等程度以上,各層面中以「教材呈現」與「教學氣氛」得分較高,而「教師自我效能」得分相對略低 三、不同背景變項的桃園縣國中英語教師在工作壓力上未達顯著差異。 四、擔任導師的桃園縣國中英語教師教學效能較低。 五、桃園縣國中英語教師工作壓力與教學效能有二組典型因素存在,第一組典型相關係數為.408,第二組點型相關細數為.290。 六、桃園縣國中英語教師工作壓力對教學效能具有低度預測力。 根據上述所得之結果,提出本研究對教育行政機關、教師與未來研究之建議。
The purpose of this study was to explore the actual condition of work stress and teaching efficacy, as well as to analyze the relationship between work stress and teaching efficacy of the junior high English teachers in Taoyuan County. The study was conducted by means of questionnaire surveys. The researcher compiled the questionnaire based on relevant literature, the opinions of educational experts and junior high English teachers. “The Questionnaire for Work Stress and Teaching Efficacy of the Junior High English Teachers” was used as a research tool for the study. The participants were the junior high English teachers in Taoyuan County. Among the 296 mailed questionnaires, 241 were valid. The statistical procedures used in this research were mean, t-test, one-way ANOVA, Pearson product-moment correlation, and Canonical correlation. The research obtained conclusions as following: 1.The junior high English teachers’ work stress is below the average and among them, “the reformation of education” is the highest one. 2.The junior high English teachers’ teaching efficacy is above the average. Among them, “the demonstration of teaching materials” and “teaching atmosphere” get higher scores, while “self belief” goes the other way. 3.There is no significant difference in work stress of the junior high English teachers with different backgrounds. 4.Classroom teachers get lower scores on teaching efficacy than other teachers. 5.There are two canonical factors between the dimensions of work stress and teaching efficacy. 6.The work stress has a significant low effect on teaching efficacy. According to the findings above, suggestions are offered to educational administrations, junior high English teachers and future research.