國民中學教師兼任行政職務者工作壓力及其因應策略之研究～以桃竹苗四縣市為例

Abstract

本研究旨在探討國中教師兼任行政職務者工作壓力與因應策略的相關研究。首先以文獻探討方式，描述國中教師兼任行政務概況，工作壓力及因應策略之意義、理論及相關研究。受調查之有效樣本為桃竹苗地區四縣市（含桃園縣、新竹縣、新竹市、苗栗縣）國中教師兼任行政職務者494人。其次，本研究藉自編之「國中教師兼任行政職務者工作感受與調適調查問卷」進行調查研究。經統計分析綜合討論，獲得初步成果如下： 一、國中教師兼任行政職務者所感受到的是，中間偏低程度，以「上級壓力」的壓力感受最高。 二、國中教師兼任行政職務者的工作壓力因應策略，運用頻率為中等程度，以「尋求支持」使用的頻率最高。 三、國中教師兼任行政職務者背景變項中的年齡、服務年資、行政職務年資、最高學歷、行政職務、班級數等六項，對工作壓力感受有不同程度的影響。 四、國中教師兼任行政職務者的年齡、服務年資、行政職務年資、行政職務等四項，對工作壓力因應策略有不同程度的影響。 五、國中教師兼任行政職務者，「高壓力組」整體工作壓力調適因應策略運用頻率顯著高於「中壓力組」、「低壓力組」。 六、國中教師兼任行政職務者，整體工作壓力與整體壓力因應策略 間有顯著的正相關。 關鍵詞：國中、教師兼任行政職務者、工作壓力、因應策略

The purpose of this study was to analyze job stress of junior high school teachers with concurrent administrative work and strategies of coping with it. The first part of this paper mainly discusses the general situations of junior high school teachers with concurrent administrative work, the implications of their job stress and coping strategies, it’s related theories and studies by means of studying related documents. The valid sample of the questionnaire contain four hundred and ninety-four interviewed junior high school teachers with concurrent administrative work in Taoyuane County, Hsinchu City, Hsinchu County and Miaosh County. The second part of the paper focuses on our survey based on a self-edited questionnaire entitled “How Junior High School Teachers Feel About and Adjust to Additional Administrative Work.” After a synthetic discussion of statistic analysis, certain basic results are obtained as follows: 1.Junior high school teachers with concurrent administrative work underwent job stress at mid-to-low degree and generally felt stressful about administrative burden. 2.Junior high school teachers with concurrent administrative work adopt reactionary strategies of mid-level job stress use the reactionary strategy of “Seeking Support”most frequently. 3.The six background variables of junior high school teachers with concurrent administrative work, such as age, seniority of service, seniority of administrative work, the high degree, experiences in administrative work, and the number of class, have affected job stress to various degrees. 4.The for background variables of junior high school teachers with concurrent administrative work, such as age, seniority of service, seniority of administrative work, experiences in administrative work, have affected coping strategies to various degrees. 5.Among junior high school teachers with concurrent administrative work, the “high-pressure group ”adopts reactionary strategies of job stress more frequently than the ”medium-pressure group”and the ”low-pressure group.” 6.How junior high school teachers with concurrent administrative work feel about job stress has positive correlation with each dimension of reactionary strategies of job stress.

Keywords: Junior High school, Teachers with Concurrent Administrative Work, Job Stress, Coping Strategies.