國民小學教師兼任教學組長知覺角色壓力與因應方式之研究
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2018
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本研究旨在探究國民小學教師兼任教學組長知覺角色壓力、因應方式及影響因素，研究問題為：國小教師兼任教學組長如何知覺角色壓力，及其因應方式為何？在知覺角色壓力的過程中，影響因素為何？
為達到研究目的與回答研究問題，研究者歷時兩年，採個案研究法進行，以訪談、研究者為研究工具；個人文件與書信、訪談逐字稿、學校公開資料為分析資料來源，並根據文獻探討及兩年搜集的資料分析、討論結果，形成結論如下：
一、個人特質中，負責任卻無法合理分配扮演角色時間、重視人際關係將之視為行政目的，成為角色壓力來源。
二、人際互動強化個人動機與角色期望不符，影響個案知覺角色壓力
三、業務內容與性質影響知覺角色壓力
（一）、繁瑣的業務內容形成角色負荷與角色衝突。
（二）、歸屬不明的業務性質造成角色模糊。
四、因應方式針對角色壓力來源以及個人特質
伍、因應方式若無法順利紓解角色壓力，則會使個案產生更多負面情緒。
此外，研究者發現在人際互動的過程中，影響知覺角色壓力的因素，分別為公平及尊嚴。
根據上述結論，研究者針對個人與制度及研究方法與內容提出建議。
個人部分：
一、正確認知每個角色的應盡責任，不抱有過度期待或不切實際的幻想。
二、行政人員自我成長應重視領導知能、溝通技巧，學校業務不是請託，而是尊榮共享。
三、磨練社交技巧，減少人際衝突，以「與人設想」當作業務順利推展的「手段」四、合理分配角色扮演時間，落實時間管理，減少角色衝突
制度部分：
一、落實公務人員試用規定，衡量關鍵績效指標，增加匿名考核來源
二、加強校長及行政人員領導能力，重視感知他人目標與需要調整領導方式
三、制定業務分配標準，並重視學校願景與學校行政業務的關聯
針對未來研究：
一、 鼓勵行政人員本身使用敘事研究法，完整呈現知覺角色壓力的歷程，以發展因應策略及提升自我成長。
二、 從角色模糊視角制定業務分配標準
The purpose of this study is to explore how the section chief of curriculum perceived her role stress and what are her corresponding measures. And what are the influencing factors in the process of perceived role stress. In order to achieve the purpose of research and answer research questions, the case study method is adopted. Interviews, researchers as research tools, personal documents and letters, verbatim reports, school open source for analysis of data sources, based on the literature and data analysis, discussion The results, the formation of the conclusion is as follows: First, responsible but can not reasonably distribute the role of playing time and make interpersonal relationship as a goal would be role stress sources. Second, interpersonal interaction reinforces characters inconsistency with the role expectations to perceptive role stresss. Third, content and nature of the business make role stresss. (A), the tedious business content to form a role load and role conflict. (B), the unknown nature of the business caused by the role ambiguity. Fourth, corresponding measures are for the role stress sources and charaters. Fifth, in response to the way can not smoothly relieve role stress, it will make the case more negative emotions. In addition, researchers found that in the process of interpersonal interaction, the factors affecting the role stress were fairness and dignity. Based on the above conclusions, the researchers put forward suggestions on individuals and systems and research methods and contents.
The purpose of this study is to explore how the section chief of curriculum perceived her role stress and what are her corresponding measures. And what are the influencing factors in the process of perceived role stress. In order to achieve the purpose of research and answer research questions, the case study method is adopted. Interviews, researchers as research tools, personal documents and letters, verbatim reports, school open source for analysis of data sources, based on the literature and data analysis, discussion The results, the formation of the conclusion is as follows: First, responsible but can not reasonably distribute the role of playing time and make interpersonal relationship as a goal would be role stress sources. Second, interpersonal interaction reinforces characters inconsistency with the role expectations to perceptive role stresss. Third, content and nature of the business make role stresss. (A), the tedious business content to form a role load and role conflict. (B), the unknown nature of the business caused by the role ambiguity. Fourth, corresponding measures are for the role stress sources and charaters. Fifth, in response to the way can not smoothly relieve role stress, it will make the case more negative emotions. In addition, researchers found that in the process of interpersonal interaction, the factors affecting the role stress were fairness and dignity. Based on the above conclusions, the researchers put forward suggestions on individuals and systems and research methods and contents.
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Keywords
教學組長, 角色壓力, Section Chief of Curriculum, Role Stress