大學體育教師工作倦怠、休閒調適與生活品質關係之研究

Abstract

本研究目的在於瞭解大學體育教師工作倦怠、休閒調適及生活品質之現況，其次，比較不同背景大學體育教師工作倦怠及休閒調適之差異，最後則探討工作倦怠、休閒調適與生活品質之間的關係。研究對象為臺灣地區公、私立大學及科技大學體育室之326 位專任體育教師，並以「大學體育教師工作感受、休閒調適與生活品質調查問卷」為研究工具，進行問卷調查。根據調查所得資料，以平均數、標準差、單因子變異數分析、結構方程模式 (Structural Equation Model, SEM)等統計方法進行資料分析，所得結論如下： 一、大學體育教師之整體工作倦怠感受呈中度偏低程度，各構面以低個人成就之倦怠感最高，休閒調適整體知覺呈中高程度，各構面以舒緩身心最高，生活品質整體具中上滿意程度，各範疇以生理健康最高。 二、大學體育教師不同之職稱、任教學校類型在工作倦怠的感受有顯著差異；不同職稱變項在休閒調適有顯著差異存在。其中助理教授在「情緒耗竭」的倦怠感受顯著高於教授及講師；私立科技大學體育教師在「情緒耗竭」的倦怠感受顯著高於私立大學體育教師；另不同任教學校類型變項在「去人性化」及「低個人成就」兩構面上均達顯著差異，但組間差異不明顯。教授在「提昇正面情緒」上顯著高於助理教授；另不同職稱變項在「友伴式休閒」上也達顯著差異，但組間差異不明顯。 三、大學體育教師工作倦怠、休閒調適與生活品質之間具有線性結構關係，工作倦怠對生活品質有直接影響效果，但透過休閒調適中的緩衝模式，會發揮緩衝的功能，調節負向工作壓力，降低工作倦怠的發生，間接維繫生、心理健康，進而提昇生活品質。 四、大學體育教師工作倦怠、休閒調適與生活品質模式符合各項適配度指標，其中以工作倦怠最能影響生活品質滿意程度。 基於以上發現，建議大學體育教師能持續以身作則多參與休閒活動，並迎領其他領域教師共同參與，形塑體育運動之正面形象，活絡校園組織氛圍。而針對未來研究，可將此模式擴大至其他領域之教師，建立大學各領域教師工作倦怠、休閒調適與生活品質模式。

This research first aimed at finding out the present situations of university physical education (PE) teachers in burnout, leisure coping, and quality of life. Secondly, it compared the differences in burnout and leisure coping among university PE teachers with different backgrounds. Finally, it studied the relations among burnout, leisure coping, and quality of life. The subjects of this study were 326 full-time PE teachers in public, private and technological universities in Taiwan. The study instrument was a questionnaire with the title of “Questionnaire on Job Feeling, Leisure Coping, and Quality of life of University Physical Education Teachers.” The accumulated data were analyzed with statistical methods like average number, standard deviation, one-way ANOVA, and structural equation model (SEM), etc. The conclusions were as the following:

1. The overall burnout feeling of university PE teachers was medium-to-low, and among all the facets, the burnout of low individual achievement was the greatest. The overall perception of leisure coping was high-to-medium, and among all the facets, physical and mental alleviations were the greatest. The overall quality of life was above average satisfaction, and among all facets, physical wellbeing was the greatest. 2. University teachers at different professional posts and from different categories of university had remarkably different feelings in burnout. Different professional posts differed remarkably in leisure coping. For example, in emotional exhaustion, assistant professors felt remarkably more exhausted than professors and lecturers. In emotional exhaustion, PE teachers in private technological universities felt remarkably more exhausted than PE teachers in private universities. Different university categories held remarkable differences in dehumanization and low individual achievement, but there was no obvious difference between the two groups in the series. On the contrary, professors got remarkably higher grades than assistant professors in enhancing positive emotion. Different professional posts held remarkable differences in companion leisure, but there was no obvious difference between the two groups in the series. 3. There were linear structural relations among burnout, leisure coping, and life quality in university PE teachers. Burnout had a direct impact on quality of life, but leisure coping buffered negative work pressure, lowered the frequency of burnout, upheld physical and mental wellbeing indirectly, and alleviated quality of life in the long run. 4. The burnout, leisure coping, and quality of life of university PE teachers were consistent with all fit indexes, and among them, burnout affected satisfaction of quality of life most.

Based on the conclusion, the researcher suggested that university PE teachers participate more in leisure activities as role models, shape the positive image of PE sports, and activate the atmosphere of campus organization. As to future studies, the study model could be expanded to the teachers in other fields and to establish the model of burnout, leisure coping, and quality of life among university teachers in all fields.