國民中學自然與生活科技教師對九年一貫課程之工作壓力與因應策略之研究

Abstract

本研究旨在探討台灣地區公立國民中學自然與生活科技教師對九年一貫課程的工作壓力及因應策略，並進一步探討工作壓力與因應策略的關係。本研究採問卷調查法，以桃園縣市、新竹縣市、苗栗縣市國中自然與生活科技教師為母群實施問卷，施測抽樣之800位教師，計得有效問卷497份，有效比率為62.1%。統計方法則使用次數分配、百分比、平均數、標準差、獨立樣本t考驗、單因子變異數分析及Scheffé法進行事後比較等方法加以分析及進行考驗，其結論如下： 一、國中自然科教師對九年一貫課和工作壓力偏向中等偏高，以「教學活動」壓力最大，「課程設計」壓力最小。 二、國中自然科教師對九年一貫課程實施之壓力因應策略採用頻率趨於中上程度，其中以「問題解決」策略的採用頻率最高，「情緒調適」策略則是最低。 三、國中自然科教師的工作壓力感受會因不同性別、擔任職務、研習時數、教學方式、學校規模、學校座落而有所不同。整體的女性教師比男姓教師感受到較高的工作壓力；「兼任行政」工作較「兼任導師」的工作壓力大；研習時數在「40小時以上」工作壓力顯著高於「40小時以下」的教師，其主因是為研習要課務自理；「全領域教學」的工作壓力比「分科教學」的教師大；「24班以下」的工作壓力較「61班以上」的自然科教師大；學校座落在「偏遠地區」的學校教師工作壓力較在「市區」教師感受到較高的工作壓力。 四、國中自然科教師的壓力因應策略會因不同的性別、擔任職務、專業背景、教學方式、學校座落而有所不同。女性教師壓力的因應策略的頻率較男性教師為高；「專任教師」在壓力因應策略的採用頻率較「兼任行政」的教師高；擔任「生物」的老師在壓力因應策略的採用頻率較「電腦」的教師高；「全領域教學」的老師壓力因應策略的頻率較「分科教學」的教師為高；學校座落在「市區」及「鄉鎮」的老師壓力因應策略的頻率較在「偏遠地區」高。 五、國中自然科教師對九年一貫課程實施之不同工作壓力感受程度，其高壓力較中、低壓力組較常使用因應策略，且達顯著差異。 本研究最後，對主管教育行政機關、學校行政單位、國中自然科教師及後續研究等方面提出建議。This study aims at exploring the work pressure and coping strategies of junior high school natural science and life techniques teachers particularly in the curriculum for Grades 1 to 9 and further exploring the relations between the work pressure and the coping strategies. This study adapts questionnaire survey and conducts it by taking as the population the natural science and life techniques teachers in junior high schools in the region including three counties: Hsinchu, Miaoli, and Taoyuan, and one city – Hsinchu City. 497 valid questionnaires were collected back from 800 teachers as the population thus created a valid rate of 62.1%.

This study analyzes and tests the questionnaire results by making use of statistical methods such as Frequency Distribution, Percentage, Mean, Standard Deviation, Independent-Sample t Test, One-Way Analysis of Variance and Scheffé Method – Post Hoc Comparison and comes to the conclusions as the follows: 1. In terms of work pressure for the junior high school natural science and life techniques teachers from implementing the curriculum for Grades 1 to 9, the pressure value demonstrates to be moderate to high, and among others the pressure from “teaching activities” is the highest while that from “curriculum design” the lowest. 2. In terms of application frequencyof coping strategies against work pressure, from implementing the curriculum for Grades 1 to 9 for the junior high school natural science and life techniques teachers, the frequency result demonstrate to be above mean value, and among all strategies “Problem-solving” strategy is of the highest frequency while “Emotion Reducing” strategy the lowest frequency. 3. In terms of perception affecting factors to the work pressure for the junior high school natural science and life techniques teachers, such as gender, post, workshop hours, teaching pattern, scale of school, school campus location, the overall measure demonstrates the female teachers perceive higher work pressure than the male teachers do; “teachers with second post in administration” perceive higher work pressure than “teachers with second post in class teacher”; teachers “with workshop hours over 40 hours” perceive apparently much higher work pressure than those “with workshop hours below 40 hours”, the main reason could be teachers’ own responsibility for class arrangement.teachers “teaching general studies” perceive higher work pressure than those “teaching specific study”; science teachers with “24 or less classes” load perceives higher work pressure than those with “61 plus classes” load; and finally teachers working in “the school in rural area” perceive higher work pressure than those working in “the school in urban area” do. 4. In terms of work pressure coping strategy, the strategies vary to the teacher’s gender, post, expertise, teaching method and school campus locations. Female teachers demonstrate a higher application frequency of coping strategies than male teachers do; “specific subject teachers” demonstrate a higher application frequency of coping strategies than “the teachers with second post in administration”; teachers teaching “biology” demonstrate a higher application frequency of coping strategies than the teachers teaching “computer science”; teachers “teaching general studies” demonstrate higher application frequency of copy strategy than those “teaching specific study”; teachers working in school located in “urban” or “township” demonstrate higher application frequency of copy strategy than those working in schools in “rural area”. 5. In terms of difference in coping strategies, the intensity of perception of work pressure or the junior high school natural science and life techniques teachers from implementing the curriculum for Grades 1 to 9, teachers under higher work pressure demon strate coping strategy more freuently then those who under lower work pressure, has resulted in obvious difference in work pressure coping strategies.

At last this study tries to offer some suggestions, for reference purpose, to the educational authorities, school administration units, natural science teachers of junior high schools and the researchers interested in this domain in the coming future.