教師工作壓力之研究：後設分析

The Working Stress of Teachers: A Meta-Analysis

黃寶園(Bao-Yuan Huang)

同質性檢定 ； 效果量 ； 教師工作壓力 ； 後設分析 ； Effect size ； meta-analysis ； tests of homogeneity ； working stress of teachers

高雄師大學報：教育與社會科學類

38期（2015 / 06 / 01）

27 - 48

繁體中文

本研究之目的在透過後設分析法，檢驗國內有關「教師工作壓力」之研究，以瞭解整體教師工作壓力的強度，及各壓力源間的差異性，並以同質性檢定，分析影響教師工作壓力研究結果的重要變項。本研究計蒐集得81篇「教師工作壓力」的研究報告，研究結果顯示：教師整體工作壓力之加權平均效果量為0.4187，達.01的顯著水準，此結果為低度效果量。本研究所設定之「教師任教階段、研究區域」均為影響整體教師工作壓力研究結果的重要變項，此外研究中尚存有其它的重要影響變項；各教師工作壓力源間之差異達顯著水準，工作負荷壓力與專業壓力均顯著高於人際壓力。

The purpose of this study was, through a meta-analysis, to examine the past studies in Taiwan regarding the working stress of teachers, in order to understand the intensity of the stress and the differences between the stressors. Also, through the tests of homogeneity, the important variables which affected the results of this study for the working stress of teachers were analyzed. There were eighty one reports collected in relation to the working stress of teachers. As a result, the weighted average effect size of the working stress of teachers was 0.4187, which reached the .01 level of significance, and was a low effect size. The presumed variables, including the different educational levels where the teachers taught, and areas where the researches were done were all important variables to affect the results of the working stress of teachers. Besides, there were other important variables. The differences between the stressors of the working stress of teachers reached the level of significance. The workload stress and the professional stress were both significantly higher than the personal interaction stress.

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