國民小學教師兼任行政職務工作壓力與因應策略之研究－ 以桃園市某國小為例

Abstract

本研究旨在探討桃園市某間國小兼任行政教師的工作壓力與因應策略，從中探討不同年資的兼任行政教師對於工作壓力與因應的情形。本研究採用訪談法來做為主要研究方法，編制半結構式訪談大綱為研究工具，以八位兼任行政教師作為研究對象，將工作壓力分為工作負荷、專業知能、人際關係、學生輔導的四個層面來做教師工作壓力的分析，透過訪談內容來研究教師在哪些壓力狀況下較常使用解決問題、尋求支持、延宕逃避、情緒調適策略來紓解壓力。經資料分析顯示，整理出以下結論：壹、兼任行政教師知覺工作壓力現況有所不同，目前主要在工作職務與人際關係方面感知到壓力。貳、兼任行政教師之年資越長，因經驗豐富足以應付狀況，因此感知到壓力程度越小。參、八位兼任行政教師在工作負荷、專業知能、人際關係、學生輔導方面上，各有教師感受到工作壓力。肆、兼任行政教師認為人際關係最大壓力。伍、兼任行政教師最常使用尋求協助來應對工作壓力This study aims to explore the work stress and coping strategies of elementary school teachers in Taoyuan City who concurrently hold administrative positions. It further examines how teachers with different years of experience perceive and respond to work-related stress. This research adopts a qualitative approach using interviews as the primary research method. A semi-structured interview guide was developed as the research instrument, and eight elementary school teachers with administrative duties were selected as participants. Work stress was categorized into four dimensions: workload, professional competence, interpersonal relationships, and student counseling. The study analyzes the coping strategies employed by teachers under various stress conditions, including problem-solving, seeking support, avoidance, and emotional regulation.The analysis of the interview data led to the following conclusions:1. Teachers with administrative duties experience varying levels of work stress, with the primary sources being job responsibilities and interpersonal relationships.2. Teachers with more years of experience tend to perceive lower levels of work stress.3. Among the four dimensions—workload, professional competence, interpersonal relationships, and student counseling—teachers reported experiencing work stress in different aspects.4. Interpersonal relationships were identified as the most significant source of stress.5. The most commonly used coping strategy was seeking support to manage work-related stress.