國小融合班教師工作壓力知覺及因應策略運用之研究－以台中縣為例

A Study on Job Stress and Coping Strategies of Inclusive Class Teachers in Elementary School-The Example of Elementary Schools in Tai-Chung County

10.6684/JRSEAT.201010.2.141

劉明松(Ming-Sung Liu)

工作壓力 ； 因應策略 ； 融合 ； 融合教育 ； 融合班教師 ； job stress ； coping strategies ； inclusion ； inclusion education ； inclusive class teachers

特殊教育與輔助科技學報

2期（2010 / 10 / 01）

141 - 169

繁體中文

本研究以自編問卷調查台中縣國小融合班教師之教學工作壓力及其因應策略運用之現況，研究結論如下：一、國小融合班教師所感受到的整體壓力屬中等。二、感受最大壓力為「要兼顧普通及特殊學生的教學進度及評量方式」，最小是「因必須常與特教教師溝通特殊學生的問題感到困擾」。三、感受的工作壓力大小，依序是工作負荷、專業知能、學生問題、支持系統、人際溝通、角色壓力。四、最常採用的壓力因應策略是「抱持樂觀進取的人生觀」，最少則是「尋求家長的協助與支持」。五、因應策略採取頻率最高的是「理性思考」，其次是「問題解決、自我調適、時間管理」，最低為「尋求支持」。六、不同工作壓力感受程度則因應策略有顯著差異。

The purpose of this study was to explore the job stress and coping strategies of elementary teachers in inclusive classroom settings. The main findings were as following: 1. The average job stress perceived by the participants was in medium level. 2. The most stressed feeling comes from content teaching and evaluation for both normal and special students in an inclusive classroom, while communicating with special education teachers regarding the problems of special students the least. 3. The categories of job stress perceived from the highest to the lowest were work load, professional knowledge, students' problems, support system, intercommunication, and role pressure. 4. The mostly adopted coping strategy when facing job stress is to keep optimistic about life, and the least adopted coping strategy was to seek help and support from householder. 5. The coping strategies adopted by teachers from the most to the least where rational thinking, problem solving, self adjustment, time management, and support seeking. 6. Different level of job stress perceived by teachers leaded to significantly different coping strategies.