臺北市國中資源班教師工作投入、自我效能及工作壓力之研究
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2009
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本研究旨在探討台北市國中資源班教師工作投入、自我效能與工作壓力現況及關係，並進一步分析個人背景變項上的差異情形。本研究問卷由研究者自編，其內容乃參考其他研究者之問卷，加以彙整改編，作為編製研究問卷之依據，編製成「特教教師工作投入、自我效能與工作壓力調查問卷」。
問卷部分採簡單隨機抽樣，母群為臺北市國民中學不分類身心障礙資源班教師272人。針對未進行預詴之樣本242人以抽籤方式選取80％，共194人發出正式問卷，回收174份，有效問卷為173份。
本研究從回收173份問卷所蒐集的資料，經統計分析得到的研究結果，有以下結論：
一、教師「自我效能」、「工作壓力」與「工作投入」現況部分，在「教師自我效能」方面，以「個人教學自我效能」的得分最高；在「教師工作壓力」方面，以「家長壓力」的得分最高；而「教師工作投入」，以「工作評價」的得分最高。
二、教師「自我效能」、「工作壓力」與「工作投入」會因性別、教學年資以及兼任行政狀況不同有顯著差異。
不同性別的受訪者，在「個人教學自我效能」、「自我效能」的認同上有差異存在，男性受訪者在「個人教學自我效能」以及「自我效能」的得分情形明顯高於女性受訪者。
不同教學年資的受訪者，在「一般教學自我效能」方面，教學年資為1-5年的教師得分顯低於教學年資為6-10年與11-15年的教師，在「家長壓力」與「工作壓力」方面，教學年資為1-5年與6-10年的教師得分明顯低於教學年資為11-15年的教師，在「學校壓力」方面，教學年資為6-10年的教師得分明顯低於教學年資為11-15年的教師。
不同兼任行政狀況的受訪者，未兼任行政的特教教師在「學校壓力」上的得分較兼任行政的特教教師為高。
三、在教師「自我效能」、「工作壓力」與「工作投入」相關性方面，教師「自我效能」與「工作壓力」之間具有正相關存在，顯示兩者有密切關係。教師「自我效能」與「工作投入」之間也具有正相關存在。教師「工作壓力」與「工作投入」之間具有正相關存在，顯示兩者有密切關聯。
關鍵詞：資源班教師，工作投入，自我效能，工作壓力
The purpose of the study was to investigate the situation and the relationships among a special education teacher’s job involvement, self-efficacy and job stress in the resource rooms of Taipei City. It also analyzed the differences in teacher’s backgrounds. These results were analyzed from data collected from 173 questionnaires: 1. In regards to a teacher’s job involvement, self-efficacy, and stress at work - “teacher efficacy” and “personal teaching self efficacy” gave the best assurance to teachers. Regarding “stress at work” - “parental stress” had the biggest influence. With “teachers’ job involvement” - “job appreciation” gave the best assurance to teachers. 2. A teachers’ self-efficacy, stress at work, and job involvement may vary according to the teachers’ sex, teaching seniority, and involvement in administrative work. 3. A teachers’ self-efficacy, stress at work, and job involvement proved to have a significant connection. Keywords: resource rooms teacher, job involvement, self- efficacy, job stress
The purpose of the study was to investigate the situation and the relationships among a special education teacher’s job involvement, self-efficacy and job stress in the resource rooms of Taipei City. It also analyzed the differences in teacher’s backgrounds. These results were analyzed from data collected from 173 questionnaires: 1. In regards to a teacher’s job involvement, self-efficacy, and stress at work - “teacher efficacy” and “personal teaching self efficacy” gave the best assurance to teachers. Regarding “stress at work” - “parental stress” had the biggest influence. With “teachers’ job involvement” - “job appreciation” gave the best assurance to teachers. 2. A teachers’ self-efficacy, stress at work, and job involvement may vary according to the teachers’ sex, teaching seniority, and involvement in administrative work. 3. A teachers’ self-efficacy, stress at work, and job involvement proved to have a significant connection. Keywords: resource rooms teacher, job involvement, self- efficacy, job stress
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資源班教師, 工作投入, 自我效能, 工作壓力, resource rooms teacher, job involvement, self- efficacy, job stress