因應大學教師工作壓力的健康促進方案研擬與推廣 ~以元智大學職場為例

The Study of a Health Promotion Program and its Facilitation Strategies to Release Job Stress for the University Faculty Members: Take Yuan Ze University as an Example

趙翠雲(Tsui-Yun Chao)

指導教授 ： 梁朝雲

元智大學/資訊學院/資訊傳播學系/碩士(2009年)

摘要

本研究旨在瞭解個案大學教師當面臨壓力問題時採用的因應方式，並依相關資訊設計出健康促進方案與推廣策略。在採取的研究方法上，研究者先以問卷調查方式，了解受調者壓力源、因應方式及對健康促進活動的需求與意見等，研究者依此資訊研擬健康促進之方案與推廣策略。再進行健康促進專家的焦點團體訪談，針對問卷內容統計分析結果、對應的健康促進方案、對應的推廣策略等三項主題，進行討論及指導，一方面協助提升問卷調查解讀正確性，二方面強化健康促進方案的有效性，三方面則是探討該方案推廣策略的可行度。 經分析後發現個案受調教師之壓力感受與壓力因應方式為： 1、 整體工作壓力感受呈現中間程度，於各構面以「角色壓力」感受最深，最常用因應壓力之方式為「解決問題」。 2、 不同背景變項下之教師對工作壓力感受有顯著差異，對壓力因應之方式（教官除外）則無顯著差異存在。 3、 整體而言，副教授、51~60歲、自覺身體狀況不太好者整體壓力感受較大。其他構面說明： (1) 副教授之工作負荷感受最深，明顯大於助理教授、講師與教官。 (2) 36~40歲的教師對於學生管理壓力感受明顯大於41~45歲教師。 (3) 男性教師的人際關係壓力明顯大於女性教師；工程學群教師的人際關係壓力明顯大於管理學群教師。 (4) 工程學群與人文社會學群的受試教師，來自於組織因素的壓力，都明顯大於管理學群教師。 (5) 教師自覺身體狀況不太好者，在專業成長、組織因素及角色壓力上都感受到較大的壓力。 (6) 副教授與助理教授在專業成長壓力為中上程度感受。 (7) 對於兼任行政職務的教師，在行政負荷的壓力表現上也呈現中上壓力。 對於個案教師之健康促進方案建議強調預防勝於治療觀念，在一級預防上應做好自我生活管理－增加體適能、均衡營養、適度的休息(閒)，亦建議重視個人二級預防參加年度健康檢查活動，做好自主健康管理。建議學校協助擬定教師壓力管理計畫並提供有效率行政支援體系，協助教師紓解工作壓力。

關鍵字

教師壓力壓力因應 ； 健康促進 ； 健康傳播 ； 推廣策略

並列摘要

The purpose of this paper is to learn how the faculty members under case study relieve their job stress, and accordingly to work out a suitable health promotion program and its facilitation strategies. This study designs a questionnaire to detect the members’ stress sources and their relief methods, and then develops a feasible health promotion program and its facilitation strategies on these grounds. A focus group discussion is conducted under three topics of analytic results of questionnaire, corresponding health promotion program and its facilitation strategies. This discussion provides not only assistance for enhancing the understanding accuracy of questionnaire, but also strengthening the validity of health promotion program and the feasibility of its facilitation strategies.
Through the data analysis, this study has discovered the stress perception and stress relief method of the faculty members as below:
1. In the whole perceived job stress, it falls into middle level. “Role Pressure” in all its aspects is the deepest stress perception, and “Solving the Problem” is mostly used for responding all of the stresses.
2. On the perception of job stress, there is obvious difference between faculty members from different background, but no obvious difference except military instructor on the stress relief method.
3. On the whole, the ones at associate professor level and the ones aged between 51-60 years old who feel their health is poor is the group assuming the greater perceived stress. Other aspects of stress perception are that:
1) Associate professor level, the group assuming the deepest perceived job load, is obviously greater than assistant professor, lecturer and military instructor.
2) In stress perception of student discipline, faculty members aged between 36-40 years old are obviously greater than those between 41-45 years old.
3) In the pressure of interpersonal relationship, male faculty members areobviously greater than female ones.
4) In the pressure of interpersonal relationship, engineering-based faculty members are obviously greater than management based faculty members.
5) Engineering- and humanity-based faculty members assuming organizational stress are obviously greater than management-based faculty members.
6) Faculty members who feel their health are poor assume greater stress no matter in professional growth, organization factor, or role pressure.
7) Both associate professor level and assistant professor level assume middle or high stress in professional growth.
8) Faculty members serving in administrative work concurrently assume also middle or high stress in administrative work.
The health promotion program for faculty members under case study puts emphasis on the philosophy of prevention better than on cure. In prevention level one, faculty members are required to prepare themselves well in life management, strengthening physical fitness, assimilating balanced nutrients, and taking adequate rest. In addition, they are recommended to pay their individual attention to prevention level two, undergoing annual health examination and preparing themselves well in health management. The school is recommended to assist in formulating the faculty stress management project, and also help faculty members to relieve their job stress supported by its effective administrative system.

並列關鍵字

Faculty’s stress ； stress relief ； health promotion ； health communication ； facilitation strategy

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