國民中學學務主任工作壓力及其因應策略之研究
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2010
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本研究旨在了解國民中學學務主任工作壓力及其因應策略，並比較不同背景變項的國民中學學務主任工作壓力與因應策略的差異，同時了解其間的相關情形。依據研究目的，本研究採用問卷調查法，研究者參酌相關文獻資料之分析，據以編製「國民中學學務主任工作壓力及其因應策略調查問卷」，以台灣地區二十縣市（北、高兩市及離島地區除外）公立國民中學學務主任為研究對象，獲得327份有效問卷，以SPSS for Windows 15.0統計套裝軟體進行統計分析；並採用次數分配及百分比、平均數及標準差、t檢定（t-test）、單因子變異數分析（ANOVA）、皮爾遜積差相關等統計方法進行資料處理。本研究綜合研究結果，主要發現如下：
一、國民中學學務主任整體工作壓力感受為中偏低程度，以「工作負荷」的壓力感受最大，其次依序為「學生管教」、「社區家長問題」、「專業知能」、「人際關係」等壓力層面。
二、國民中學學務主任整體工作壓力因應策略運用頻率為中偏高程度，最常使用的因應策略為「解決問題」，其次依序為「尋求支持」、「情緒調適」、「延宕逃避」等因應策略。
三、在不同背景變項中，不同年齡、服務年資、學務主任年資、最高學歷、
任教領域等五個變項會影響工作壓力的感受。
四、在不同背景變項中，不同性別、年齡、服務年資、學務主任年資、最高學歷、任教領域等六個變項會影響工作壓力的因應策略。
五、國民中學學務主任在整體工作壓力與整體壓力因應策略之間有顯著的低度正相關。
最後，根據研究發現與結論，本研究分別對教育行政機關、國民中學校長、學務主任及未來研究，提出相關建議事項。
The purposes of this study were to understand the current job stress of junior high school director of student affairs in Taiwan and to investigate the ways of coping for them. This study adopted questionnaire survey based on the research purpose. The researcher analyzed the references to make up the questionnaire “job stress and their coping strategies of junior high school director of student affairs” . The subjects included 327 director of student affairs from junior high schools in 20 counties of Taiwan (Taipei, Kaohsiung and The Islands area exception). The statistical methods including frequency-distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, and Pearson product-moment correlation were applied for data analyzed. The main findings of this study were as follows: 1. Junior high school director of student affairs with concurrent administrative work underwent job stress at mid-to-low degree. Among the factors influencing the job stress, “work burden” comes at the top, followed by “the student teaches”, “the community guardian question”, “professional knowledge” and “interpersonal relations”. 2. Junior high school director of student affairs with concurrent administrative work adopt reactionary strategies of mid-level job stress use. Among four coping strategies, “to solve the problem ” is most frequently adopted, followed by “to seek for support”, “to adjust one’s mood” and “to delay treatment”. 3. The five background variables of junior high school director of student affairs with concurrent administrative work, such as age, seniority of service, seniority of administrative work, the high degree, teacher's domain have affected job stress to various degrees. 4. The six background variables of junior high school director of student affairs with concurrent administrative work, such as sex, age, seniority of service, seniority of administrative work, the high degree, teacher's domain have affected coping strategies to various degrees. 5. How junior high school director of student affairs with concurrent administrative work feel about job stress has low-positive correlation with each dimension of reactionary strategies of job stress. Finally, based on the findings in this study, suggestions are made to junior high school director of student affairs and principals, future researchers and educational administration concerned
The purposes of this study were to understand the current job stress of junior high school director of student affairs in Taiwan and to investigate the ways of coping for them. This study adopted questionnaire survey based on the research purpose. The researcher analyzed the references to make up the questionnaire “job stress and their coping strategies of junior high school director of student affairs” . The subjects included 327 director of student affairs from junior high schools in 20 counties of Taiwan (Taipei, Kaohsiung and The Islands area exception). The statistical methods including frequency-distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, and Pearson product-moment correlation were applied for data analyzed. The main findings of this study were as follows: 1. Junior high school director of student affairs with concurrent administrative work underwent job stress at mid-to-low degree. Among the factors influencing the job stress, “work burden” comes at the top, followed by “the student teaches”, “the community guardian question”, “professional knowledge” and “interpersonal relations”. 2. Junior high school director of student affairs with concurrent administrative work adopt reactionary strategies of mid-level job stress use. Among four coping strategies, “to solve the problem ” is most frequently adopted, followed by “to seek for support”, “to adjust one’s mood” and “to delay treatment”. 3. The five background variables of junior high school director of student affairs with concurrent administrative work, such as age, seniority of service, seniority of administrative work, the high degree, teacher's domain have affected job stress to various degrees. 4. The six background variables of junior high school director of student affairs with concurrent administrative work, such as sex, age, seniority of service, seniority of administrative work, the high degree, teacher's domain have affected coping strategies to various degrees. 5. How junior high school director of student affairs with concurrent administrative work feel about job stress has low-positive correlation with each dimension of reactionary strategies of job stress. Finally, based on the findings in this study, suggestions are made to junior high school director of student affairs and principals, future researchers and educational administration concerned
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學務主任, 工作壓力, 因應策略, Director of Student Affairs, Job stress, Coping strategy