臺北市國民中學兼任行政職務教師工作壓力與因應策略之研究

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2015

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本研究旨在瞭解臺北市國民中學兼任行政職務教師的工作壓力與因應策略之現況,並比較不同背景變項的兼任行政職務教師工作壓力與因應策略之差異,進而分析其工作壓力與因應策略之間的關係。本研究採問卷調查法,使用工具為研究者自編的「臺北市國民中學兼任行政職務教師工作壓力與因應策略之調查問卷」,研究對象為臺北市30所市立國中兼任行政職務教師,共發出300份問卷,回收267份,回收百分比達89%,有效問卷為259份,可用率達97%。以描述性統計、單因子變異分析、皮爾遜積差相關與多元逐步迴歸分析等統計方法分析所得資料。 綜合文獻探討與研究結果,本研究獲致以下結論: 一、臺北市國民中學兼任行政職務教師整體工作壓力屬於中等程度,其中以「工 作負荷」向度的壓力感受最大。 二、臺北市國民中學兼任行政教師在面對工作壓力時,整體因應策略運用的頻率為中高程度,其中最常採用的因應策略為「理性分析」。 三、整體工作壓力感受因「學校規模」不同,有顯著差異。 四、整體因應策略運用因「服務年資」不同,有顯著差異。 五、整體工作壓力與整體因應策略呈現低度相關。 六、「內在衝突」之工作壓力對因應策略「延宕逃避」反應的預測力可達28.5%。 依據上述結論,對教育主管單位、國中兼任行政教師與未來研究提出建議。
The purpose of this study was to explore the job stress and coping strategies of administrative teachers in Taipei municipal junior high schools which have more than thirteen classes. The tool of the study is a researcher-designed questionnaire of the job stress and coping strategies. The subjects are compared with different personal and school backgrounds. The final samples consisted of 259 valid subjects. In addition to descriptive statistics, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression were conducted to examine the above data. The main findings of this study were as follows: 1.The whole job stress of administrative teachers was medium, and among the stresses, the stress of administrative burden was the highest. 2.The frequency of adopting positive strategies was medium high, and the strategy of logical analysis was the most highly adopted. 3.There was significant difference in the whole job stress under different school scales. 4.There was significant difference in the whole coping strategies under the year of service experience in school. 5.The whole job stress and coping strategies were loosely correlated. 6.The prediction rate of inner conflict to procrastination and escape was 28.52%. According to the findings of this study, some suggestions were offered to the authorities concerned and administrative teachers.

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國民中學, 兼任行政教師, 工作壓力, 因應策略, junior high school, administrative teacher, job stress, coping strategy

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