本研究旨在探討國小特教教師生活壓力與休閒態度現況、不同背景變項國小特教教師其生活壓力與休閒態度的差異及生活壓力和休閒態度的相關情形。 本研究以桃園縣縣內公立國小之身心障礙類資源班、集中式特教班(啟智班、啟聰班)、巡迴輔導班之教師為對象,採用問卷調查方式,以自編「國小特教教師生活壓力與休閒態度問卷」為研究工具,共發出問卷378份,回收305份,有效問卷299份,可用率達79.1%。使用SPSS 12.0 for Windows統計軟體進行統計分析,以描述性統計、單因子變異數分析與皮爾森積差相關等方法進行資料分析,獲得下列結論: 一、國小特教教師除工作壓力屬於中高程度外,家庭壓力、個壓力與整體生活壓力為中低程度。生活壓力層面中以工作壓力最高,個人壓力次之、家庭壓力最低。 二、國小特教教師除休閒行為傾向為中高程度外,休閒認知、休閒情意與整體休閒態度皆為高度。休閒態度各層面中以休閒認知得分最高,休閒情意次之,休閒行為傾向最低。 三、性別、學校規模與國小特教班數會影響國小特教教師工作壓力。家庭壓力方面並不會因背景變項的不同而有差異。性別與在職進修情形會影響特教教師的個人壓力。性別與特教任教班型會造成國小特教教師整體生活壓力的不同。 四、學校規模會影響國小特教教師休閒認知。休閒情意、休閒行為傾向與整體休閒態度並不會因背景變項的不同而有差異。 五、國小特教教師整體生活壓力與整體休閒態度有顯著負相關。 根據本研究發現,研究者提出若干建議提供教育主管機關、學校行政單位、特教教師及未來研究之參考。
The purposes of this study are to understand the current situation of elementary school special education teachers’ life stress and attitudes toward leisure, to analyze teachers’ different background in relation to their life stress and attitudes toward leisure, and to explore the statistical relation between their life stress and attitudes toward leisure of these elementary school special education teachers. This was a mail survey research. Three hundred and seventy eight questionnaires titled " Elementary school special education teachers’ life stress and attitudes toward leisure " were mailed to elementary school special education teachers in Taoyuan County, and 305 were returned. Two hundred and ninety nine questionnaires were valid, and the useable ratio is 79.1%. Data were analyzed with respects to descriptive statistics (frequencies, mean, standard deviation and ranking) and inferential statistics (one-way ANOVA, Pearson product moment correlation). The findings of this study were as following: 1.Except their work stress, these elementary school special education teachers had lower family and personal stress. Their overall life stress was close to middle-low level stress. They had the highest stress from work, followed by personal stress, and the family stress were the lowest. 2.Elementary school special education teachers had middle-upper level of leisure behavioral tendency. However, they all had high level of leisure cognition, leisure affection and overall attitudes toward leisure. Leisure cognition score was the highest, followed by leisure affection, and leisure behavior tendency. 3.Different backgrounds of gender, school size and number of special education classes affect statistically significant by their working stress. But teachers’ different backgrounds were not statistically significant with their family stress. Gender and on-the-job study were related to their personal stress. In addition, gender and type of special educational classroom were related to their overall life stress. 4.School size affected elementary school special education teachers’ leisure cognition. But there were no differences between teachers’ background and leisure affection, leisure behavioral tendency and overall attitudes toward leisure. 5.There was a ngative relation between overall life stress and overall attitudes toward leisure. Recommendations were provided for local education agencies, administration of the school, elementary school special education teachers and future researchers.
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