國小教師工作壓力與因應策略之研究-以實施轉型優質課程計畫小型學校為例

A Study on Job Stress and Coping Strategies of Elemantary School Teachers -- Examples on Small Schools That Applied the Program of High Quality Transformation

邱惠玲(Hui-Ling Chiu)

指導教授 ： 魏惠娟

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2014年)

摘要

本研究旨在瞭解雲林縣國小實施轉型優質課程計畫小型學校教師工作壓力與因應策略之現況，並探討不同背景變項之小型學校教師其工作壓力與因應策略的差異情形，以及小型學校教師工作壓力與因應策略的相關情形。為達上述目的，本研究採用問卷調查法，以101學年度任教雲林縣國民小學班級人數六班以下、學生人數100人以下且已實施雲林縣轉型優質課程計畫的小型學校教師為對象，總計發出問卷數量448份，有效問卷為386份。所得資料透過SPSS統計套裝軟體加以分析，分別採用描述性統計、獨立樣本t考驗（t-test）、單因子變異數分析（one-way ANOVA）、皮爾遜積差相關(Pearson’s product-moment correlation)等統計方法加以分析和探討，主要結果如下：
一、實施轉型優質課程計畫小型學校教師所感受的整體工作壓力為中等程度。小型學校教師在工作壓力三個層面中，感受程度最高者為「工作負荷」，其次依序為「專業知能」及「人際關係」。
二、實施轉型優質課程計畫小型學校教師整體壓力因應策略屬於中高程度。小型學校教師的壓力因應策略四個層面中，最常使用的因應策略為「理性解決問題」，其次依序為「尋求支持」、「情緒調適」與「逃避延宕」。
三、不同背景變項之雲林縣實施轉型優質課程計畫小型學校教師，其工作壓力整體與各分層面具有顯著差異。男性教師在「人際關係」及「整體工作壓力」層面感受高於女性教師；研究所畢業(含40學分班)教師在「人際關係」層面的感受高於師範學院畢業的教師；級任導師與教師兼教務組長在「工作負荷」層面的壓力感受高於科任教師；97學年度與98學年度參與轉型優質課程計畫的教師在「工作負荷」與「專業知能」層面的壓力感受高於96學年度參與的教師；參與轉型優質課程計畫4次的教師在「人際關係」層面的壓力感受高於參與1次、2次與3次的教師，在「工作負荷」層面的壓力感受大於參與1次的教師；參與轉型優質課程評鑑4次的教師在「人際關係」層面的壓力感受高於參與1次、2次的教師。
四、不同背景變項之雲林縣實施轉型優質課程計畫小型學校教師，其整體壓力因應策略與各分層面具有顯著差異。男性教師在「逃避延宕」因應策略使用頻率高於女性教師，女性教師在「尋求支持」因應策略使用頻率高於男性教師；41-50歲教師在「理性解決問題」因應策略使用頻率高於30歲以下及31-40歲教師；未婚教師在「逃避延宕」因應策略使用頻率高於離婚教師；研究所畢業(含40學分班)教師在「尋求支持」因應策略使用頻率高於一般大學或學院畢業的教師；服務年資16-20年教師在「理性解決問題」因應策略使用頻率高於服務年資5年以下教師，在「尋求支持」因應策略使用頻率高於服務年資6-10年與11-15年教師。
五、雲林縣實施轉型優質課程計畫小型學校教師在工作壓力與壓力因應策略呈現正相關
最後針對研究發現與結論，分別就教育行政機關、學校、小型學校教師及未來研究者提出建議事項，俾供參考。

關鍵詞：工作壓力、因應策略、小型學校、轉型優質課程計畫

關鍵字

轉型優質課程計畫 ； 小型學校 ； 因應策略 ； 工作壓力

並列摘要

Abstract
The study is to understand the situation of job stress and coping strategies of teachers in elementary schools that applied the Program of High Quality Transformation, to discuss the differences of job stress and coping strategies between teachers of different background variety and the relationship of job stress and coping strageties of small school teachers. The study used 448 questionnaires towards teachers in elementary schools of which classes in total under 6, student number below 100 and applies the Program of High Quality Transformation in the School Year of 101 in Yuan Lin County. 386 questionnairs received have been found effective.

The effective data has been analysis by descriptive statistics, independent t-test, one-way ANOVA and Pearson’s product-moment correlation. The result showed that:

1. As a whole, the job stress of teachers in elementary schools that applied the Program of High Quality Transformation is in middle level. Teachers affected the most by workload, professional knowledge the next, and interpersonal relationship followed.
2. As a whole, the coping strategies of teachers in elementary schools that applied the Program of High Quality Transformation is in higher-middle level. “Solving problems with reason ” has been used the most, followed by “Support-seeking”, ”Adjustment of Emotion” , and “Shirk and Postpone.”
3. Teachers of different background variety in elementary schools that applied the Program of High Quality Transformation have significant differences in job stress by all subordinate aspects. Male teachers show higher degree of stress than female teachers in “inter human relationship” and “job stress as a whole.” Teachers of Graduate schools (40 credits course included) show higher degree of stress than those from Teachers colleges. Homeroom teachers and Group leaders in Administration Office have higher degree of stress than Subject teachers. Teachers from schools that applied the Program of High Quality Transformation in 97-School-Year and 98-School-Year show higher degree of stress than those applied in 96-School-Year in aspects of “workload, “ and “professional knowledge.” Teachers applied four times in the Program of High Quality Transformation have higher degree of stress in “interpersonal relationship” than teachers applied the Program once, twice and three times; in aspect of “workload” show higher degree of stress than teachers applied once. Teachers applied four times in the Program show higher degree of stress in aspect of “interpersonal relationship” than teachers applied once and twice in the Program of High Quality Transformation.
4. Teachers of different background variety in elementary schools that applied the Program of High Quality Transformation have significant differences in stress coping strategies by all subordinate aspects. Male teachers use more“Shirk and Postpone” than female teachers; Female use more “Support-seeking” than male teachers. Teachers of the age 41-50 use more “Solving problems with reason ” than teachers of 31-40. Unmarried teachers use more “Shirk and Postpone” than divorced teachers. Teachers of Graduate schools (40 credits course included) use more “Support-seeking” than those from University and Teachers colleges. Teachers of 16-20 Years of Experience use more “Solving problems with reason” than those of under 5 Years of Experience; they use more “Support-seeking” than those serve 6-10 and 11-15 Years of Experience.
5. Job stress and stress coping strategies of teachers in elementary schools that applied the Program of High Quality Transformation in Yuan Lin County showed positive related.

Suggestions have been made according to findings and conclusions of the study for the reference of Educational Administrative organizations, schools, teachers and future researches.

並列關鍵字

small school ； coping strategies ； job stress ； the Program of High Quality Transformation

參考文獻

任廷芬(2011)。臺中市國民小學教師兼任行政職務工作壓力與因應策略之研究。未出版碩士論文，中臺科技大學文教事業經營研究所，臺中。

蔡榮哲(2012)。台灣中部原住民地區國小教師工作壓力及因應策略之研究。未出版之碩士論文，國立暨南國際大學教育政策與行政學系，南投。

莊淑灣、呂錘卿(2005)。中部地區國民小學主任工作壓力與因應方式之研究。台中教育大學學報：教育類，19(2)，127-150。

黃瑋苓(2005)。國小融合教育班教師工作壓力與其因應策略之研究。身心障礙研究季刊3(4)，201-215。

劉亞婷(2010)。河東師吼：為自己情緒找一個出口。師友，521，76-78。