我國高職輪調式建教合作班教師工作壓力與自我效能關係之研究 The Study on the Job Stress and Self-efficacy of Teachers joy in Cooperative Education Program

Date
2012
Authors
林巧涵
QIAO HAN,LIN
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Abstract
本研究透過對於高職輪調式建教合作班教師的調查,以瞭解我國高職輪調式建教合作班教師工作壓力與自我效能之現況與關係,並進一步提供具有輪調式建教合作班之高職,以及相關教育單位作為未來政策制定之參考。本研究之研究對象為全國公、私立高職各科輪調式建教合作班教師,共計包含公私立高職共54所,共14個類科,以自編之「高職輪調式建教合作班教師工作壓力及自我效能之相關調查問卷」為研究工具進行問卷調查,並以量化方式進行研究數據分析。 研究結果顯示,高職輪調式建教合作班教師其工作壓力偏高,而自我效能偏低;在工作壓力方面,已婚、教育程度較低、教學年資較少、專業證照數量較少、每週授課時數較多以及公立學校教師在工作壓力的感受上明顯的高於單身、教育程度較高、教學年資較長、專業證照數量較多、每週授課時數較少,以及私立學校教師;在自我效能方面:教育程度較高、教學年資較多、專業證照數量較多,以及私立學校教師在自我效能上明顯高於教育程度較低、教學年資較短、專業證照數量較少,以及公立學校教師,而工作壓力與自我效能之間存在負向關係。 最後,本研究也根據統計分析結果提出相關建議,以提供教育單位、學校以及高職輪調式建教合作班教師,如何降低工作壓力並提升自我效能,及從事相關研究者之參考。
This study was aimed at conducting survey on teachers working for vocational high school rotating cooperative education program so as to discover the present situations and relationship between their job stress andself-efficacy. In this case, the result of this study may serve as a reference for vocational high schools with rotating cooperative education program and relevant educational institutes to establish policies in the future. This study selects teachers working for public as well as private vocational high school rotating cooperative education programs throughout the island as the study subject. There are 54 vocational high schools and 14 different departments in total. Moreover, this study designs “Vocational High School Rotating Education Program Teacher’s Job Stress and Self-efficacy Questionnaire” to serve as the study tool and the collected data is processed and analyzed in the quantitative manner. The study result indicates that the job stress of teachers working for vocational high school rotating cooperative education program is relatively high, while their self-efficacy is relatively low. Concerning the aspect of job stress, married teachers, teachers with fundamental educational background, teachers with less years of teaching experience, teachers with less professional certificates, teachers with more teaching hours per week, and teachers working for public schools appear to have more apparent job stress than unmarried teachers, teachers with advanced educational background, teachers with more years of teaching experience, teachers with more professional certificates, teachers with less teaching hours per week and teachers working for private schools. As for the aspect of self-efficacy, teachers with advanced educational background, teachers with more years of teaching experience, teachers with more professional certificates, and teachers working for private schools appear to have more apparent self-efficacy than teachers with fundamental educational background, teachers with less years of teaching experience, teachers with less professional certificates, and teachers working for public schools. On the other hand, the relationship between their job stress and self-efficacy is negative. Lastly, this study proposes relevant suggestions based on the consequence of statistic analysis to serve as a reference for educational institutes, schools, teachers working for vocational high school rotating cooperative education program, and future studies to concern about the issue of lowering job stress and improving self-efficacy.
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Keywords
輪調式建教合作班, 工作壓力, 自我效能, rotating cooperative education program, job stress, self-efficacy
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