新北市立國民中學兼任行政職務教師工作壓力與因應策略之研究
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2012
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本研究旨在探討瞭解新北市立國民中學兼任行政職務教師工作壓力及其因應策略，並探討不同個人背景變項的兼任行政職務教師工作壓力及因應策略的差異情形。本研究採問卷調查法，研究母群以一百學年度任新北市立國民中學（不含完全中學）共60所學校之兼任行政職務教師為對象，總計發出24所學校，問卷數量288份，回收有效問卷260份，回收率為90.28%。統計方法使用次數分配、百分比、平均數、標準差、t檢定、單因子變異數分析及薛費法事後比較等方法進行資料處理。
本研究之結果，主要發現如下：
一、新北市立國民中學兼任行政職務教師整體工作壓力感受為中偏低程 度，以「行政負荷」的工作壓力感受最大，其次依序為「上級壓力」、
「人際關係」、「角色期許」及「校務決策」等壓力層面。
二、新北市立國民中學兼任行政職務教師整體因應策略使用頻率為中偏高程度，最常使用的因應策略為「尋求支持」，其次依序為「問題解決」、「情緒調適」及「延宕逃避」等因應策略。
三、在不同背景變項中，年齡、教育服務年資、擔任行政職務年資及婚姻狀況等因素會影響工作壓力的感受程度。
四、在不同背景變項中，性別、年齡、教育服務年資、擔任行政職務年資、婚姻狀況、目前擔任職務及學校規模等因素不會影響工作壓力的因應策略。
最後，根據研究結果與結論，分別針對教育行政機關、國民中學校長、兼任行政職務教師及未來研究者，提出相關建議事項。
The purposes of this study were to investigate the job stress and coping strategies for the junior high school teachers with concurrent administrative work in New Taipei City, and to discuss the differences and mutual influences of various background elements on the job stress and coping strategies of the teachers. A questionnaire was completed by teachers at 60 schools (not including complete schools) and executives working in New Taipei City in the academic year of 100th. A total of 288 questionnaires were sent out to 24 schools, 260 effective questionnaires were returned, the return rate was 90.28%. Frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA and Scheffe's method were adopted for data. The main findings of this study were as follows: 1.The job stress for the junior high school teachers in New Taipei City with concurrent administrative work was at mid-to-low degree. Among the factors influencing the job stress, "administrative load" comes at the top, followed by "superior pressure", " interpersonal relationships ", " role expectations ", and" school decision-making ". 2. The coping strategies for the junior high school teachers in New Taipei City with concurrent administrative work were at mid-to-high degree. Among the coping strategies, "to seek for support " was most frequently adopted, followed by "problem solving" , "emotional adjustment ", and "delay the escape". 3.With regard to variables of different backgrounds, the factors such as age, years of serving as teachers, years of serving as executives, and marital status affected the degree of feelings of job stress. 4.With regard to variables of different backgrounds, the factors such as sex, age, years of serving as teachers, years of serving as executives, marital status, the current positions, and the size of schools did not affect the coping strategies of job stress. Finally, based on the findings and conclusions of the present study, suggestions are made for educational authorities, junior high school principals, teachers with concurrent administrative work, as well as for future research directions.
The purposes of this study were to investigate the job stress and coping strategies for the junior high school teachers with concurrent administrative work in New Taipei City, and to discuss the differences and mutual influences of various background elements on the job stress and coping strategies of the teachers. A questionnaire was completed by teachers at 60 schools (not including complete schools) and executives working in New Taipei City in the academic year of 100th. A total of 288 questionnaires were sent out to 24 schools, 260 effective questionnaires were returned, the return rate was 90.28%. Frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA and Scheffe's method were adopted for data. The main findings of this study were as follows: 1.The job stress for the junior high school teachers in New Taipei City with concurrent administrative work was at mid-to-low degree. Among the factors influencing the job stress, "administrative load" comes at the top, followed by "superior pressure", " interpersonal relationships ", " role expectations ", and" school decision-making ". 2. The coping strategies for the junior high school teachers in New Taipei City with concurrent administrative work were at mid-to-high degree. Among the coping strategies, "to seek for support " was most frequently adopted, followed by "problem solving" , "emotional adjustment ", and "delay the escape". 3.With regard to variables of different backgrounds, the factors such as age, years of serving as teachers, years of serving as executives, and marital status affected the degree of feelings of job stress. 4.With regard to variables of different backgrounds, the factors such as sex, age, years of serving as teachers, years of serving as executives, marital status, the current positions, and the size of schools did not affect the coping strategies of job stress. Finally, based on the findings and conclusions of the present study, suggestions are made for educational authorities, junior high school principals, teachers with concurrent administrative work, as well as for future research directions.
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兼任行政職務教師, 工作壓力, 因應策略, teachers with concurrent administrative work, job stress, coping strategies