國民中學教師成就動機、工作壓力與創新教學關係之研究：以桃園縣為例

A Study on Relationships among Junior High School Teachers’ Achievement Motivation, Job Stress and Teaching Innovation：Taoyuan County as an Example

劉韻綺(Yun-Chi Liu)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00047

摘要

本研究旨在探討桃園縣國民中學教師成就動機、工作壓力與創新教學之現況，並分析不同背景變項之差異、相關、預測情形與中介效果。以桃園縣公立國民中學教師為研究母群，分層隨機抽取32所學校，共599位教師為研究樣本，以「教師成就動機問卷」、「教師工作壓力問卷」與「教師創新教學問卷」為研究工具實施調查研究，問卷回收586份，有效問卷570份，可用率為94.21%。問卷回收以描述性統計、 t-test、單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程式與集群分析等統計方法進行資料分析。
本研究結果歸納如下：
一、桃園縣國民教師成就動機各構面以「工作導向」最高，「不在意他人」最低；教師工作壓力各構面以「教學與輔導」最高，「專業知能」最低；教師創新教學各構面以「創新的教學內容」最高，「多元的教學評量」最低。
二、不同性別、年齡、擔任職務之教師，其教師成就動機知覺有所差異。
三、不同任教領域、學校規模與學校位置之教師，其教師工作壓力看法有所不同。
四、不同性別、擔任職務、任教領域之教師，其教師創新教學知覺有所差異。
五、「教師成就動機」與「教師工作壓力」呈零相關；「教師成就動機」與「教師創新教學」呈正相關；「教師工作壓力」與「教師創新教學」呈正相關。
六、教師成就動機量表中以「工作導向」對於整體教師創新教學最具預測效果。
七、「教師工作壓力」為「教師成就動機」與「教師創新教學」之間的中介變項。

本研究依據上述結果，提出之建議如下：
一、對教育行政機關之建議：
訂定教師工作達成之獎勵制度，亦可結合教師專業發展評鑑實施，提高教師教學與工作成效。
二、對校長的建議：
重視教師心理衛生，鼓勵學校成立學習型組織，增加教師間的專業對話，以提升教學品質。
三、對教師之建議：
主動從事進修增進教學知能；增進教師專業互助與對話。
四、對未來研究之建議：
(一)本研究僅針對桃園縣公立國民中學，可考慮將研究對象擴大，增加研究的廣度。
(二)未來可透過深度訪談、質性研究及進階統計方法，與量化結果做多面向的交互檢證。
(三)未來可增加專家效度的程序及研究工具的適切度，使研究結果更加縝密。

關鍵字

教師工作壓力 ； 教師成就動機 ； 教師創新教學

並列摘要

This study investigates the current situation, different background variables effecting, forecast and relationships of Teachers’ Achievement Motivation, Job Stress and Teaching Innovation of Taoyuan County. According to “Teachers’ Achievement Motivation, Job Stress and Teaching Innovation”, based in Taoyuan County using stratified random sampling of 599 teachers from 32 schools. Receiving back 586 valid ones after the elimination of 16 invalid ones. The valid response rate is 94.21%. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation, canonical correlation and SEM etc. The conclusions are as follows:

1. The highest dimension of junior high school teachers’ achievement motivation is “task-oriented”, the lowest dimension is “no intention of others'”; the highest dimension of teachers’ job stress is “eaching and counseling”, the lowest dimension is “professional knowledge”; the highest dimension of teachers’ teaching innovation is “Innovation of teaching content”, the lowest dimension is “pluralistic teaching evaluations”.
2. Significant differences were found partly in the junior high school teachers’ perception of teachers’ achievement motivation, given the consideration of teachers’ demographic variations: sex, age, administrative duties.
3. Significant differences were found partly in the junior high school teachers’ perception of teachers’ job stress, given the consideration of teachers’ demographic variations: Teaching areas, school size and school location.
4. Significant differences were found partly in the junior high school teachers’ perception of teachers’ teaching innovation, given the consideration of teachers’ demographic variations: sex, administrative duties and teaching areas.
5. There is a zero correlation from teachers’ achievement motivation and teachers’ job stress. There is a positive correlation from teachers’ achievement and teaching innovation. There is a positive correlation from teachers’ job stress and teaching innovation.
6. The best forecasting of the dimensions of teachers’ teaching innovation is “task-oriented”.
7. Teachers’ job stress is a moderate variable between teachers’ achievement motivation and teaching innovation.
According to the results above, offering suggests as follows:
1. To educational administrations:
Set the reward system to reach teachers, teachers' professional development evaluation can be combined with the implementation of the work to improve the effectiveness of teaching and teachers.
2. To principals:
Emphasis on teachers' mental health is to encourage schools to set up a learning organization, to increase professional dialogue among teachers, to improve teaching quality.
3. To teachers:
Encourage teachers in graduate education and learning; increase teachers helping and talking to each other.
4. To future research:
（1） Expanding the researching area.
（2） Through the depth interviews, qualitative research and advanced statistical methods to quantify the results and do more dimensions test for interaction.
（3） Increase the process of experts’ validity and the relevance of researching tools, make the research results better.

並列關鍵字

job stress ； teachers’ achievement motivation ； teaching innovation

參考文獻

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