素養導向教育改革下之中學教師壓力：量表發展與壓力改變之影響因素

Yu-Shan Ting; Yu-Chu Yeh; Jui-Ling Chiang

doi:10.6209/JORIES.202303_68(1).0008

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社会科学 > 教育学

DOI： 10.6209/JORIES

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素养导向教育改革下之中学教师压力：量表发展与压力改变之影响因素

Stress Among Secondary School Teachers Under the Standard-Based Educational Reform: Development of Inventories and Factors Influencing Stress Change

丁毓珊(Yu-Shan Ting) ；叶玉珠(Yu-Chu Yeh) ；江瑞铃(Jui-Ling Chiang)

教育科学研究期刊； 68 卷 1 期 (2023 / 03 / 01) ， P229 - 262

繁体中文;英文 DOI： 10.6209/JORIES.202303_68(1).0008

中学教师；素养导向教育；教师压力；新课纲； secondary school teachers ； competency-based instruction ； teacher stress ； new curriculum guidelines

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摘要 │ 参考文献 (55) │ 国际计量

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The implementation of the 108 Curriculum Guidelines has increased the challenges and stress levels of secondary school teachers. Therefore, this study evaluated the stress levels of teachers and whether personal and school factors influenced changes in stress levels before and after the implementation of the 108 Curriculum Guidelines. Through focus-group discussions on the 108 Curriculum Guidelines, we developed the Inventory of Teacher Stress in Communication and Counseling (ITS-CC) and the Inventory of Teacher Stress in Curriculum and Instruction (ITS-CI). In addition, using the developed inventories, we explored the effects of several personal and school variables on teachers' stress changes. A total of 205 junior and senior high school teachers were recruited as study participants. The main findings are as follows: (1) Both the inventories developed in this study have adequate reliability and validity. (2) The ITS-CC includes three factors: parent-teacher communication, colleague and student communication, and student counseling. (3) The ITS-CI includes two factors: standard-based curriculum and instruction and guidance for self-directed learning. (4) Teachers' marital status, number of children, and the educational stages of teaching significantly affected the teachers' stress changes. Overall, secondary school teachers experienced different types and levels of stress. In conclusion, the inventories developed in this study are valid instruments for understanding teachers' stress and related factors under the current educational reform. Additionally, the study findings can serve as a reference for further improvement of the 108 Curriculum Guidelines. Introduction. The implementation of the 108 Curriculum Guidelines has increased the challenges and stress levels of secondary school teachers. These teachers are required not only to respond to the needs of innovation, redesign competency-oriented courses and teaching, and develop self-directed learning courses but also to conduct counseling and communicate with parents about the new curriculum guidelines. Moreover, studies have found that secondary school teachers with different backgrounds experienced different types of stress (e.g., Bottiani et al., 2019; Chen, 2010; Li & Cheng, 2013; Yeh et al., 2017). Therefore, this study investigated the stress levels of secondary school teachers with the implementation of the educational reform. Additionally, this study explored the effects of different demographic variables (including gender, education level, marital status, children, job title, school size, and educational stages of teaching) on the changes in stress levels before and after the educational reform. Literature Review. Teaching is an occupation involving high levels of stress. Studies have reported that teachers experience moderate-to-high levels of work stress (Harmsen et al., 2018; Johnson et al., 2005; Näring et al., 2006). Notably, educational reforms may exacerbate such stress and be new sources of stress to teachers (Zhang et al., 2018). Based on the content and educational goals of the educational reform, we categorized the stress experienced by secondary school teachers into two types: curriculum and teaching as well as counseling and communication. The first category includes stress related to teaching progress, curriculum design, learning assessment, and planning of self-directed learning, and the second category includes stress related to interpersonal relationships, parent-teacher communication, and student counseling. Most teacher stress scales have been developed more than 5 years ago and do not include new problems experienced by teachers in the current educational reform. Therefore, in this study, we developed the ITS-CC and the ITS-CI. Many studies have demonstrated that teachers at different school levels experience varied levels of stress (Chen, 2010; Huang, 2015). Compared with teachers in junior high schools, those in senior high school reported a heavier workload caused by offering elective courses, assisting students with academic portfolios, preparing self-directed learning plans (Ministry of Education, 2014), and others. In addition, empirical research indicates that secondary school teachers with different backgrounds experience varying levels of stress, with gender (Bottiani et al., 2019), marital status (Li & Cheng, 2013), work positions (Yeh et al., 2017), and school size (Bai & Lai, 2014) playing crucial roles. Thus, this study analyzed the effects of several personal and school variables on stress changes of secondary school teachers before and after the new educational reform. Method. We first invited six expert teachers to participate in focus-group discussions for determining sources of teacher stress from different perspectives. Based on their responses, we developed two preliminary stress inventories. Then, we recruited 205 secondary school teachers to participate in the investigation study. Participants included 56 male teachers (27%) and 146 female teachers (71%); the gender of 3 teachers was confidential (2%). The instruments used for evaluation included the ITS-CC and ITS-CI. The demographic variables included were gender, educational level, marital status, number of children, job title, school size, and the educational stages of teaching. Item analysis, exploratory factor analysis, internal consistency reliability analysis, confirmatory factor analysis, chi-square test, and repeated measures were performed using IBM SPSS Statistics and AMOS for Windows, version 19. This study was approved by the Institutional Review Board of National Chengchi University, Taiwan, and written informed consent was obtained from all participants. Results and Discussion. The ITS-CC includes three factors: parent-teacher communication, colleague and student communication, and student counseling. ITS-CI includes two factors: standard-based curriculum and instruction and guidance of self-directed learning. Both the inventories had adequate reliability and validity; the Cronbach's alpha of both inventories was .93. Regarding the stress levels, the results indicated that secondary school teachers experienced a moderate-to-high level of stress, which is consistent with previous findings (Harmsen et al., 2019; Kovess-Masféty et al., 2006; Näring et al., 2006). Additionally, according to the ITS-CI and ITS-CC, teachers' stress levels significantly increased after the implementation of the 108 Curriculum Guidelines. These results are in line with a previous finding that when new curriculum guidelines are implemented, teachers are required to expend more efforts to guide students to become more autonomous learners, pay more attention to students' learning process, and provide more counseling (Qiu, 2017). The results of this study also indicated that teachers' marital status, number of children, and the educational stages of teaching significantly affected the teachers' stress change, whereas gender, education level, job title, or school size had no such effects. Conclusion and Suggestions. The inventories developed in this study are valid instruments for understanding teachers' stress and related factors with the implementation of the current educational reform. Both the inventories have adequate reliability and validity. We also determined the impact of potential demographic variables on teacher stress with the implementation of the current educational reform. Finally, we found that the stress levels of secondary school teachers significantly increased after the educational reform. Education authorities should help teachers reduce stress and increase their coping ability through workshops or training courses. The findings of this study can serve as a reference for improving the new curriculum guidelines.

参考文献 ( 55 ) 〈TOP〉

白家仪、赖志峰（2014）。少子化冲击下私立高级中等学校教师工作压力与教学效能关系之研究。学校行政，93，185-209。https://doi.org/10.3966/160683002014090093011【Pai, C.-Y., & Lai, C.-F. (2014). The study on the relationship between teachers’ work stress and teaching effectiveness in senior high schools under the impact of declining birth rate. School Administration, 93, 185-209. https://doi.org/10.3966/160683002014090093011】
连结：
余民宁、陈柏霖、陈玉桦（2018）。巅峰型教师的样貌：圆满幸福、知觉工作压力、灵性幸福感及心理健康之关系。教育心理学报，50（1），1-30。https://doi.org/10.6251/BEP.201809_ 50(1).0001【Yu, M.-N., Chen, P.-L., & Chen, Y.-H. (2018). What does the flourishing teacher look like? The relationships between flourishing perceived work stress, spiritual welling-being and mental health. Bulletin of Educational Psychology, 50(1), 1-30. https://doi.org/10.6251/BEP.201809_50(1).0001】
连结：
吴水丕、吕佩珊（2008）。大台北地区国小教师工作压力与休闲参与之关系研究。工作与休闲学刊，1（1），49-61。https://doi.org/10.6848/JWL.200809_1(1).0008【Wu, S.-P., & Lu, P.-S. (2008). A study on relationship between teacher’s job stress and leisure participation of elementary school teacher in greater Taipei area. Journal of Work and Leisure, 1(1), 49-61. https://doi.org/　10.6848/JWL.200809_1(1).0008】
连结：
柯澍馨、简聿悊（2011）。国中教师工作压力、家庭压力与生活品质之研究。学校行政，75，64-82。https://doi.org/10.6423/HHHC.201109.0064【Ko, S.-H., & Chien, Y.-C. (2011). A study on the teacher work stress, family stress, and quality of life for junior high school teachers. School Administration, 75, 64-82. https://doi.org/10.6423/HHHC.201109.0064】
连结：
高旭繁、陆洛（2011）。工作压力及其後果的组群差异：以OSI模式为理论基础之大样本分析。台大管理论丛，22（1），239-272。https://doi.org/10.6226/NTURM2011.22.1.239【Kao, S.-F., & Lu, L. (2011). Group differences in work stress and strains: A large sample analysis based on the theoretical model of OSI. NTU Management Review, 22(1), 239-272. https://doi.org/10.6226/NTURM2011.22.　1.239】
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