桃園縣高級中學教師工作壓力、組織公民行為與教學效能關係之研究

A Study on Relationship among Teacher’s Work Stress, Teacher’s Organizational Citizenship Behavior and Teaching Efficacy of the Senior High School Teachers in Taoyuan County

許桂鳳(Kuei-Feng Hsu)

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(2009年)

https://doi.org/10.6840/CYCU.2009.00778

摘要

本研究旨在探討桃園縣高級中學教師工作壓力、教師組織公民行為與教學效能的現況，並分析三者的相關性以及教師工作壓力與教師組織公民行為對教學效能的預測力。
本研究採問卷調查法，以桃園縣高級中學教師為母群體，實際有效樣本為215位高中教師。使用的工具包括「教師工作壓力量表」、「教師組織公民行為量表」與「教師教學效能量表」。首先分別探討教師工作壓力、教師組織公民行為與教學效能的現況，其次分別考驗不同背景變項之教師工作壓力、教師組織公民行為與教學效能是否有顯著差異，而後更進一步探討其相關性，最後探討教師工作壓力與教師組織公民行為對教學效能的預測力。其研究結果如下：

一、 整體工作壓力的知覺屬於中上程度，各層面中以「教育改革」得分最高，而「專業知能」得分最低。
二、 整體公民組織行為的行為表現屬於中上程度，各層面中以「自我要求」得分最高，而「主動助人」層面得分最低。
三、 整體教學效能的現況為中上程度，各層面中以為「教材呈現」層面得分最高，「教師自我效能」得分相對略低。
四、 不同背景變項的教師在工作壓力方面，在「職務」方面有顯著的差異。而在教師組織公民行為方面，不在「性別」、「年齡」、「學校屬別」、「最高學歷」方面，皆有顯著差異。在教學效能方面，在「學校屬別」與「任教年資」、有顯著的差異。
五、 教師整體教師工作壓力對於教師組織公民行為呈現中低度的負相關而工作壓力對於教學效能呈現中程度的負相關，而教師整體教師組織公民對於整體教學效能呈現高度的正相關
六、 教師工作壓力與教師組織公民行為各層面中以「尊重體制」對於整體教學效能最具預測效果，其次為「主動助人」、「自我要求」、「專業知能」。

根據上述所得之結果，提出本研究對教育行政機關、教師與未來研究之建議。

關鍵字

教師工作壓力 ； 教學效能 ； 組織公民行為

並列摘要

The purpose of this study is to explore the actual condition of teachers’ stress, teacher’s organization citizenship behavior (OBC) and teaching efficacy and to analyze the relationship among teachers’ stress, teacher’s organization citizenship behavior and teaching efficacy of the senior high school teachers in Taoyuan County.
The methodology of this research is mainly a questionnaire survey. The three questionnaires employed here are “Questionnaire on Teacher’s Work Stress”, “Questionnaire on Teacher’s OCB,” and “Questionnaire on Teacher’s Teaching Efficacy.” There are 215 valid samples of each questionnaire. The target population is teachers from senior high schools in Taoyuan County, Taiwan. In the discussion section, the study explores the influence of the current situation upon teachers’ work stress, teacher’s OCB, and teaching efficacy. Next, the research further investigates how teacher’s work stress, teacher’s OCB, and teaching efficacy differ in terms of their backgrounds. The relation among these 3 main elements will then be studied closely.

It can be concluded from the research that:
1. The work stress of senior school teachers is above the average, among which, “Education Reform” received the highest score, whereas “Professional Competency” received the lowest one.
2. The senior high school teachers scored middle-high level on OCB. The highest score fell on the category of “Conscientiousness”; the lowest score, however, was “helping behavior”.
3. The teaching efficacy of the senior high school teachers is above the average. The average rating of “Teaching Presentation” was high, while “Teacher’s efficacy” was rated low.
4. Teachers with different backgrounds exhibited a significant difference in “job” in the category of Teacher’ Work Stress. In addition, there is a significant difference in “sex”, “age”, “school type” and “degree of education” in teacher’s OCB. The study also showed significant difference in “school type” and “work experience”.
5. Low negative correlations are founded between teacher stress and teacher’s OCB and between teacher work stress and teaching efficacy, but the study showed a high positive correlation between teacher’s OCB and teaching efficacy.
6. Teachers’ teaching efficacy can be predicted from the teacher's work stress and the teacher’s OCB. The study showed that “organizational obedience” is the salient predictable variable.

Based on the findings above, suggestions are offered to educational administrators, school teachers, and future researchers.

並列關鍵字

teacher’s organization citizenship behavior（OCB） ； teacher’s work stress ； teaching efficacy

參考文獻

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