台中縣國民小學教師未參與教師專業發展評鑑之壓力感與其因應策略之研究

Stress of the Teacher Professional Development Evaluation and Coping Strategies: A Study of Elementary School Teacher in Taichung County

廖修毅(Hsiu-yi Liao)

指導教授 ： 洪智倫

中臺科技大學/護理學院/文教事業經營研究所/碩士(2010年)

摘要

本研究旨在探討台中縣國民小學教師未參與教師專業發展評鑑計畫，對教師專業發展評鑑之壓力感受現況、壓力因應策略現況、教師專業發展評鑑之壓力感及其因應策略之相關。本研究方法採用問卷調查法，問卷調查對象以台中縣國民小學未參與九十五、九十六、九十七、九十八學年度教師專業發展評鑑學校的教師進行分層隨機取樣問卷調查，總計發出598份，回收553份，有效問卷525份，有效回收率87.79%。研究工具為研究者自編之「教師專業發展評鑑壓力問卷與教師專業發展評鑑壓力因應策略問卷」，所得資料利用平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關等統計方法，對壓力感受與因應策略的現況與關係進行資料分析。
研究結果主要發現：
一、國民小學教師對教師專業發展評鑑壓力感受程度屬低度知覺，其中以「研究發展與進修」層面的壓力感受最大。
二、國民小學教師壓力因應策略的運用情形為中高程度，其中「自我充實」策略最高，以「延宕逃避」策略最低。
三、不同背景變項對教師專業發展評鑑壓力感在「年齡」、「服務年資」、「本校年資」、「最高學歷」達顯著差異。
四、不同背景變項對教師專業發展評鑑壓力因應策略關係在「性別」、「擔任職務」達顯著差異。
五、國民小學教師在教師專業發展評鑑壓力感與因應策略無顯著相關。

關鍵字

教師專業發展評鑑壓力 ； 教師專業發展評鑑 ； 因應策略

並列摘要

The purpose of this research was to explore the current situation of elementary school teacher stress in Taichung County that did not participate in the implementation of Teacher Professional Development Evaluation, the coping strategies on stress and the relevant solution to public elementary schools in Taichung County. Quantitative research was used in the study. The purpose of the quantitative-analysis questionnaire survey was the teachers did not participate in the implementation of professional Development Evaluation in 2006, 2007, 2008 and 2009 school years. The quantitative-analysis questionnaire was constructed by the stratified random sampling. The distribution of the total number of questionnaires was 598 and the number of the return questionnaires was 553. The number of the valid questionnaires was 525. The effective return rate was 87.79%. The main research instrument was the “Questionnaire of Stress from the Implementation of the Teacher Professional Development Evaluation Scale and the Coping Strategy Scale” carried out by the researcher. The collected data were analyzed by the statistical methods such as, mean, standard deviation, t-test, one way ANOVA, Pearson product-moment correlation to analyze the teachers’ stress and current coping strategy. The result of the research was as follows.
1. The awareness of stress from the Implementation of Teacher Professional Development Evaluation is the least intensity. Meanwhile, the stress from “research development and progress” is the greatest intensity.
2. The coping strategy of the elementary school teachers is medium-high level. The strategy of self-fulfillment is the highest degree, while the strategy of deterring and escaping belongs to the low degree.
3. The relation between the background variables and the awareness of stress from the Implementation of Teacher Professional Development Evaluation has a dramatic difference in age, pension years, working years at the same school and education background.
4. The relation between the Implementation of Teacher Professional Development Evaluation and the coping strategy has a dramatic difference in sexes and the job you’re in charge at school.
5. The relation between the awareness of stress from the Implementation of the Teacher Professional Development Evaluation and the coping strategy has no obvious and direct relevance.

並列關鍵字

Teacher Professional Development Evaluation ； Teacher Professional Development Evaluation Stre ； Coping Strategy

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