臺北市國民中學兼任行政職務教師工作壓力及其因應策略之研究
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2010
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Abstract
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現況以及面對壓力的因應策略，研究母群以九十八學年度任教臺北市立國中(含完全中學)共70所學校之兼任行政職務教師為對象，總計發出50所學校，問卷數量約750份，問卷回收472份，剔除11份無效問卷後，有效問卷計461份，回收率為61.46％。
本研究調查之結論簡略描述如下：
一、臺北市國中兼任行政職務教師所感受的整體工作壓力是中等程度。且普遍感受到「行政負荷」及「上級壓力」兩個構面的工作壓力較為沈重。
二、臺北市國中兼任行政職務教師的工作壓力因應策略，面臨工作壓力時，大多採取正面的因應策略「尋求支持」、「理性解決」、「情緒調適」去解決問題。
三、不同背景變項臺北市國中兼任行政職務教師，在整體工作壓力負荷不會因年齡、服務年資、行政職務年資、最高學歷、目前擔任行政職務、學校班級數等不同有顯著差異，會因性別有顯著差異。
四、不同背景變項之臺北市國中兼任行政職務教師，在整體壓力調適策略不會因性別、行政職務年資、學校班級數、目前擔任行政職務等不同而有顯著差異，會因年齡、服務年資、最高學歷有顯著差異。
最後針對研究發現與結論，分別就教育主管行政機關、學校校長、兼任行政職務教師及未來研究者提出建議事項，俾供參考。
The study aims to understand the job stress of Taipei municipal junior high school teachers serving as school executives as well, and their coping methods for dealing with stress. The population was targeted at junior high school teachers and executives working in Taipei city (including complete schools) in the academic year of ninety-eight. Of nearly 750 questionnaires that were sent out to fifty schools, 472 were returned. Except for the 11 invalid samples, 461 of them were retrieved valid; the return rate was 61.46%. The conclusions of the research were described as follows: 1. The overall job stress that the Taipei municipal junior high school teachers and school executives bear was moderate, while they were overwhelmed by the “administrative working load” and “pressure from their supervisor.” 2. Faced with pressure from work, most teachers and school executives adopted positive coping methods, such as “looking for support,” “solving problems rationally,” and “adjusting their emotion.” 3. No significant differences in the category of “load of overall job stress” were found according to their age, years of serving as teachers, years of serving as executives, their highest degree, current administrative position, and number of classes at school; the only significant difference was found in the category of sex. 4. There were no significant differences in the category of “strategies for adjusting overall pressure” in accordance with the teachers and executives’ sex, years of serving as executives, number of classes at school, current administrative position, and so forth. Significant differences were found based on their age, years of serving as teachers, and their highest degree. Last but not least, the researcher offers suggestions for educational administrative organizations, school principals, teachers and school executives, as well as future researchers in the light of the findings and conclusion of this study.
The study aims to understand the job stress of Taipei municipal junior high school teachers serving as school executives as well, and their coping methods for dealing with stress. The population was targeted at junior high school teachers and executives working in Taipei city (including complete schools) in the academic year of ninety-eight. Of nearly 750 questionnaires that were sent out to fifty schools, 472 were returned. Except for the 11 invalid samples, 461 of them were retrieved valid; the return rate was 61.46%. The conclusions of the research were described as follows: 1. The overall job stress that the Taipei municipal junior high school teachers and school executives bear was moderate, while they were overwhelmed by the “administrative working load” and “pressure from their supervisor.” 2. Faced with pressure from work, most teachers and school executives adopted positive coping methods, such as “looking for support,” “solving problems rationally,” and “adjusting their emotion.” 3. No significant differences in the category of “load of overall job stress” were found according to their age, years of serving as teachers, years of serving as executives, their highest degree, current administrative position, and number of classes at school; the only significant difference was found in the category of sex. 4. There were no significant differences in the category of “strategies for adjusting overall pressure” in accordance with the teachers and executives’ sex, years of serving as executives, number of classes at school, current administrative position, and so forth. Significant differences were found based on their age, years of serving as teachers, and their highest degree. Last but not least, the researcher offers suggestions for educational administrative organizations, school principals, teachers and school executives, as well as future researchers in the light of the findings and conclusion of this study.
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兼任行政職務教師, 工作壓力, 因應策略, concurrent administrative work, job stress, coping methods