臺中市國民小學教師兼任行政職務工作壓力與因應策略之研究

A Study of the Job Stress of Elementary School Teachers with Administrative Duties and Their Coping Strategies in Taichung City

10.6822/CTUST.2011.00005

任廷芬

臺中市公立國民小學 ； 因應策略 ； 工作壓力 ； 教師兼任行政職務 ； coping strategies ； public elementary schools in Taichung City ； job stress ； teachers with administrative duties

中臺科技大學文教事業經營研究所學位論文

2011年

碩士

徐享良

繁體中文

本研究旨在瞭解臺中市國民小學教師兼任行政職務工作壓力與其因應策略之現況，及探討二者之間關係，並瞭解不同背景變項之間的差異情形。以自編臺中市國民小學教師兼任行政職務工作壓力與因應策略之問卷為研究工具，共發出樣本問卷550份，回收有效問卷512份，回收率93.1％。資料利用t考驗、單因子變異數分析、典型相關等統計方法進行分析。經過資料的整理及統計分析，獲得以下具體的結論︰ 一、臺中市國民小學教師兼任行政職務整體工作壓力為中等程度。在五個層面中，以「工作負荷」的壓力感受最高，其次依序為「上級壓力」、「專業知能」、「內在衝突」、「人際關係」。 二、臺中市國民小學教師兼任行政職務，在面對工作壓力時最常使用「理性思考」的因應策略，其次依序為「解決問題」、「尋求支持」、「情緒調適」、「延宕逃避」。 三、不同背景變項的臺中市國民小學教師兼任行政職務在工作壓力上，不同性別、年齡、婚姻狀況、行政職務、服務年資、教育背景等均有顯著差異。 四、不同背景變項的臺中市國民小學教師兼任行政職務在因應策略上，不同年齡、婚姻狀況、行政職務、服務年資、規模學校等均有顯著差異。 五、人際關係的壓力主要用理性思考之策略來因應。 六、專業知能與工作負荷的壓力主要用延宕逃避之策略來因應。 七、上級壓力與內在衝突的壓力主要用解決問題之策略來因應。

The purposes of the study were to understand the current practices of the job stress of elementary school teachers with administrative duties and their coping strategies in Taichung City, to explore the relationships between the job stress and coping strategies, and to understand their differences among background variables. Self-made questionnaire on the “Job Stress of Elementary School Teachers with Administrative Duties and Their Coping Strategies” was used to collect the data. The questionnaires were sent to 550 elementary school teachers with administrative duties. There were a total of 512 respondents with return rate 93.1%. Based on the data analysis including t-test, one-way ANOVA, canonical correlation, the major findings were listed below: 1.The overall job stress of elementary school teachers with administrative duties reaches the medium level. Among the five dimensions, the workload is the highest, followed by the stress from the superiors, professional knowledge and skills, inner conflict, and then human relationships. 2. The coping strategies used most frequently by elementary school teachers with administrative duties are reasonable thinking, followed by problem solving, support seeking, emotional adjustment, and then procrastination and evading 3. Regarding the job stress by different background variables, significant differences are found among different gender, age, marital status, administrative duties, years of services, and education. 4. Regarding the coping strategies by different background variables, significant differences exist in different age, marital status, years of administrative services, years of services, and school size. 5. Stress from human relationships is mainly coped with the strategies for reasonable thinking. 6. Stress from professional knowledge and skills and inner conflict is mainly coped with the strategies for procrastination and evading. 7. Stress from superiors and inner conflict is coped with the strategies for problem solving.

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