桃園縣國小教師工作壓力與幸福感關係之研究 摘 要 本研究旨在探討國小教師工作壓力與幸福感的現況,並分析國小教師工作壓力與幸福感間的相關性以及教師工作壓力對幸福感的預測力。研究採用問卷調查法,以桃園縣公立國小教師為母群體,實際有效樣本為704位國小教師,使用的工具包括「教師工作壓力問卷」與「教師幸福感問卷」兩種,先探討國小教師工作壓力及幸福感之現況,並考驗不同背景變項之國小教師其工作壓力與幸福感是否達到差異,而後更進一步探討國小教師工作壓力與幸福感間的相關性以及工作壓力與幸福感的預測力。 本研究結果如下: 一、桃園縣國小教師工作壓力屬中等程度,其中以「學生行為」最高,「專業知能」相對較低。 二、桃園縣國小教師的幸福感程度屬中上程度,其中以「工作成就」為最高,而「身心健康」相對較低。 三、較年輕、服務年資較低、級任教師、學校規模為13-24班的國小教師,其工作壓力感受較高。 四、男性、較年長、已婚、服務年資25年(含)以上及學校規模為49班(含)以上之國小教師,其幸福感較高。 五、國小教師的工作壓力與幸福感呈現負相關,工作壓力越高,幸福感反而越低。 六、工作壓力對幸福感具有預測作用,其中以「專業知能」為最主要的預測變項。 根據上述所得之結果,提出本研究對教育行政機關、學校、教師與未來研究之建議,以減輕教師工作壓力,提升教師幸福感。
A Study on the Relationship between Job Stress and Well-Being Sense of Elementary School Teachers in Taoyuan County Abstract The purpose of this study is to explore the current situation of elementary school teachers’ job stress , well-being sense and the relation between them. The method of this research was mainly a questionnaire survey. The two questionnaires employed were “Teacher’s job stress questionnaire” and “Teacher’s well-being sense questionnaire”. Eventually, 704 valid samples were produced to each questionnaire by the targeted teachers from public elementary schools in Taoyuan County, Taiwan. As for the discussion, the first focus is on the current situation upon teachers’ job stress and teachers’ well-being sense.Next, the researcher examine the difference in job stress and well-being sense among teachers with different background variables,and analyze the correlations and the predicting power of the research variables. The collected data were analyzed by using descriptive analysis, t-test, one-way ANOVA,Pearson product-moment correlation, and multiple regression analysis on SPSS. From the research findings, the following conclusions were obtained: 1. The score of the elementary school teachers’ job stress in Taoyuan County on the average. The “ students’behavior ” aspects got the highest score, while the “professional knowledge” aspects got the lowest score. 2. The score of the elementary school teachers’ well-being sense in Taoyuan County above the average. The “ work achievement ” aspect got the highest score ,while “physical and mental health” aspect got the lowest score. 3. The teachers who got the higher scores on job stress are those who are younger,with shorter years of teaching, in charge of the class, school scale of 13-24 classes. 4. The teachers who got the higher scores on well-being sense are those who are male,older, married, with above 25 years of teaching, school scale of over 49 classes. 5. There was a significant and negative correlation between their overall job stress and overall well-being sense .That’s to say, teachers with more job stress would have a lower senseof well-being. 6. Job stress had the predicting power for sense of well-being, and “professional knowledge was the major predictor variable. Based on the above results, suggestions were proposed for the authorities concerned,schools, and teachers to help them alleviate job stress and enhance sense ofwell-being.
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