兼任學務行政職務教師人格特質、工作壓力與因應策略之研究-以臺北市及新北市立國民中學為例

Abstract

本研究旨在研究臺北市及新北市國民中學兼任學務行政職務教師在不同的人格特質中，遭遇不同的工作壓力時，所採取的不同因應策略之研究，分析在各個不同的背景變項及變項之間是否有達到顯著差異還有其相關性、預測力及影響力。本次研究有效的施測樣本為118份，並且以問卷調查的方式進行本次的研究。根據研究的結果可以發現： 一、國中兼任學務行政教師在人格特質中以「親和樂群」為得分最高。 二、國中兼任學務行政教師在工作壓力中以「人際關係」為得分最高。 三、國中兼任學務行政教師在因應策略中以「尋求支持」為得分最高。 四、工作壓力整體得分在學校規模有達顯著差異，且「7~12班」的學校工作壓力會高於「61班以上」。 五、人格特質中「經驗開放、親和樂群」和工作壓力中「上級要求、時間管理」對於因應策略整體皆有正向的相關性。 六、「具神經質」對工作壓力整體有預測力且有正向的預測效果。 七、「上級要求及時間管理」對「因應策略整體」有預測力且有正向的預測效果。 八、「經驗開放及外向實踐」較會採取「問題解決及尋求支持」的因應策略。 九、「具神經質」較會採取「延宕處理」的因應策略。 本研究依據上述的發現結果，提出相關的建議給教育主管機關、學校行政首長及兼任學務行政教師及未來研究方向作為參考。The purpose of this research is to explore the personality traits, work stress and coping strategies of teachers who are concurrently student affair and administrative teachers in National Junior High Schools in Taipei City and New Taipei City. Analyze whether there are significant differences, correlations, predictive power, and influence among various variables and background variables. There are 118 valid test samples in this research, and this research is carried out in the form of a questionnaire survey.According to the results of the research, it can be found that:1.The Junior High Schools school teachers who are concurrently student affair and administrative teachers scored the highest in the personality trait of" Agreeableness ". 2.The Junior High Schools teachers who are concurrently student affair and administrative teachers scored the highest in "interpersonal relationships" in work stress. 3.The Junior High Schools teachers who are concurrently student affair and administrative teachers scored the highest in "seeking support" in coping strategies. 4.The overall score of work stress varies significantly among school scales, and the work stress of schools in "Class number 7-12" is higher than that in"Class number 61 and above". 5.Personality traits " Openness to experience & Agreeableness " and "superior requirements and time management" in work pressure have positive correlations with the overall coping strategies. 6." Neuroticism" has overall predictive power and positive predictive effect on work stress. 7."Superior requirements and time management" have predictive power and positive predictive effect on "the overall response strategy". 8."Open to experience and Extraversion " are morelikely to adopt a"problem solving and seeking support" coping strategy. 9." Neuroticism " is more likely to adopt a "delayed processing" coping strategy. Based on the above findings, this research puts forward relevant suggestions for educational authorities, school administrators, and concurrently student affair and administrative teachers, as well as future research directions for reference.