國中教師人格特質對教學效能影響之研究：以工作壓力為中介變項

Relationship between Teachers' Personality Traits and Teaching Efficacy in Junior High Schools: Using work stress as a mediator

10.3966/207136492021081402002

趙驛(Yi Chao)；龔心怡(Hsin-Yi Kung)

人格特質 ； 工作壓力 ； 教學效能 ； 國中教師 ； Personality Traits ； Work Stress ； Teaching Efficacy ； Junior High School Teachers

師資培育與教師專業發展期刊

14卷2期（2021 / 08 / 01）

27 - 55

繁體中文

本研究旨在探討國中教師人格特質、工作壓力與教學效能之關係，以彰化縣341位國中教師為研究對象，以「人格特質量表」、「工作壓力量表」與「教學效能量表」為研究工具，並使用結構方程模式進行分析。本研究結果如下：（一）國中教師人格特質、工作壓力與教學效能之模式獲得支持。（二）工作壓力在情緒穩定性人格特質與教學效能之間具有部分中介效果：教師的情緒穩定性人格特質可以直接負向預測工作壓力與直接正向預測教學效能，亦能透過工作壓力間接預測教學效能。（三）工作壓力在經驗開放性人格特質與教學效能之間具有部分中介效果：教師的經驗開放性人格特質可以直接正向預測工作壓力與教學效能，亦能透過工作壓力間接預測教學效能。（四）工作壓力在友善性人格特質與教學效能之間具有完全中介效果：教師的友善性人格特質可以正向預測工作壓力，亦能透過工作壓力間接預測教學效能。（五）工作壓力可以直接負向預測教學效能。最後根據研究發現提出具體建議，供學校行政單位、國中教師及未來研究者參考。

The purpose of this study was to explore the relationships among teachers' personality traits, work stress, and teaching efficacy. Data were collected on a sample of 341 junior high school teachers in Changhua via survey questionnaires and were analyzed using structural equation modeling. There were a number of findings. First, a model was constructed using teachers' personality traits, work stress, and teaching efficacy, and the results indicated a reasonable model fit. Second, work stress was found to be a partial mediator between stable emotional traits and teaching efficacy. Teachers' emotional stability traits negatively predicted work stress and positively predicted teaching efficacy directly, which in turn predicted teaching efficacy indirectly via work stress. Third, work stress was a partial mediator between openness to experience and teaching efficacy. Teachers' openness to experience directly and positively predicted work stress and teaching efficacy, which in turn predicted teaching efficacy indirectly via work stress. Fourth, work stress was a mediator between agreeableness and teaching efficacy, with full mediating effects. Teachers' agreeableness positively predicted work stress directly, which in turn predicted teaching efficacy indirectly via work stress. Fifth, teachers' work stress negatively predicted teaching efficacy. The results of this study could be provided as a reference for educational authorities, teachers and future researchers.

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