何英奇吳楦晴2019-08-282006-2-172019-08-282006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G00H1073010%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88146本研究目的有三：首先探討大學校院學務處課外組行政人員之工作壓力及職業倦怠之現況；其次比較不同背景之課外組行政人員所知覺的工作壓力與職業倦怠之間的差異情形；最後探討工作壓力及職業倦怠之相關性。本研究採問卷調查法，以台灣143所公私立大學校院計650位課外組行政人員為研究母群體，共發放340份問卷，回收問卷275份，其中有效問卷263份，有效率為77.35%。 研究工具為「大學校院課外組行政人員工作壓力與職業倦怠問卷」，問卷內容由研究者依大學校院學務處課外組行政人員之脈絡加以編修，並利用因素分析建立建構效度，其中抽取工作壓力構面為工作負荷、組織氣氛、內在衝突、專業知能、上級壓力等五因素；另抽取職業倦怠構面為情緒耗竭、缺乏人性化、低成就感等三因素。各因素之Cronbach α係數介於.73 至.90間，具有良好之內部一致性信度。 根據實際所得資料，分別以描述統計、t檢定、單因子變異數分析、積差相關分析及典型相關分析等統計方法進行分析，結果發現： 一、大學校院課外組行政人員知覺的整體工作壓力為中等程度，但其中以「工作負荷」、「內在衝突」構面之壓力達嚴重程度。 二、大學校院課外組行政人員的整體職業倦怠感受為中等程度，但其中以「情緒耗竭」構面達嚴重程度。 三、學校類別、組內專職成員數、學歷變項在大學校院課外組行政人員的工作壓力上具有顯著差異。 四、學校類別、組內專職成員數等變項在大學校院課外組行政人員的職業倦怠上具有顯著差異。 五、大學校院課外組行政人員工作壓力與職業倦怠具有顯著的典型相關，工作壓力變項共可解釋職業倦怠變項總變異量的46.92％，其中以工作壓力的「專業知能」及「工作負荷」對職業倦怠的「情緒耗竭」及「低成就感」的解釋力最大。 根據以上發現，提出以下建議：1、釐清課外組定位，適當調配工作；2、實施工作輪調制度，活化工作動力；3、建立學務E化作業，節省人力資源；4、建立專業證照制度，減少角色衝突；5、定期辦理學務研討評鑑，增進專業知能。Abstract The main purpose of this study is to understand the job stress and work burnout of the staff of Extra-Curricular Guidance of Student Affair Department in universities and colleges in Taiwan. Then, the differences of the job stress and work burnout in different background variables will also be compared. And then, the relationship between the job stress and work burnout will be discussed. Finally, some implications based on the study findings are suggested. Questionnaire is used in this study, and the studied population are the 650 of the staff of Extra-Curricular Guidance of Student Affair Department in universities and colleges in Taiwan. Totally 340 copies of the questionnaire were distributed, and 263 of the 275 were returned valid copies. The ratio of valid responded questionnaire is 77.35%. The instrument used in this study is “The questionnaire of the job stress and work burnout of the staff of Extra-Curricular Guidance of Student Affair Department in universities and colleges in Taiwan”, The dimension of the job stress includes workload, climate within organization, cognitive dissonance, role conflict, professional skills, and pressure coming from superior officer, as well as the dimension of the work burnout includes emotional exhaustion, depersonalization, and diminished personal accomplishment. The actual data collected were analyzed by descriptive statistics, t-Test, one-way ANOVA, Pearson correlation analysis, and canonical correlation analysis. The results for the staff of Extra-Curricular Guidance of Student Affair Department in universities and colleges are： 1. The perceived job stress of the staff is of the medium level, but there among of “workload” and “role conflict” is of the serious level. 2. The preception of average work burnout of the staff is of the medium level, but there among of “emotional exhaustion” is of the serious level. 3. There are significant differences in the perception of job stress among “school types” “numbers of staff member” and “education” levels for the staff studied. 4. There are significant differences in the perception of work burnout among “school types” and “numbers of staff member” levels for the staff studied. 5. There is significant Canonical Correlation between job stress and work burnout for the staff studied. The job stress explains 46.92% variance of work burnout, Among which, the “professional skills” and “workload” of job stress has the higher explanation ability to the “emotional exhaustion” and “diminished personal accomplishment” of work burnout. Based on the above conclusion, this study provided the following suggestions；1. Define the job content within Extra-Curricular Guidance；2. Deploy job rotation to avoid tedium in the Student Affair Department；3. Use electronic equipment to save labor in dealing with student affairs；4. Set up professional certification to decrease role conflicts；5. Hold routine review meetings to increase student affairs profession.課外活動組課外組行政人員工作壓力職業倦怠