魯先華LU,SIAN-HUA項祖恩HSIANG,TSU-EN2019-08-282018-7-232019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0697000342%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90195本研究旨在探討初任教師擔任國中導師之工作壓力與因應策略，經由相關理論與文獻探討，釐析工作壓力類型、來源與因應策略，並整理初任教師與導師之相關定義特質，作為本研究之基礎；復訪談四位初任教師擔任國民中學導師者，了解其工作壓力現況之感受、壓力來源、因應策略與因應結果。 　　本研究以訪談法為研究方法，透過與四位研究對象訪談，經由研究者之理解、分析與詮釋後，歸納研究之重要結論如下： 壹、初任教師擔任國中導師的工作壓力知覺感受有所差異，主要在學生表現 　　層面感到壓力 貳、初任教師擔任國中導師的工作壓力源主要為教師性格與教師同儕 參、初任教師擔任國中導師者多以問題解決、尋求支持、自我調適等策略積極 　　因應工作壓力，惟資淺者常使用消極之延宕逃避策略 肆、初任教師擔任國中導師者使用因應策略後多能解除工作壓力 伍、初任教師擔任國中導師中，任教大型學校且資淺之教師常在學生表現層面 感到壓力；任教中型學校且資深者則常於行政支援層面感到壓力 陸、初任教師擔任國中導師者，資淺者工作壓力源為師生互動與教師性 格；資深者工作壓力源為教師同儕，且隨任教時間增加，改變其對壓力來 源的看法 　　根據上述研究發現與結論，提出相關建議，以供國民中學行政單位、國中初任教師擔任導師者，及未來相關研究之參考。The study is to discuss and to delve into the strategies for job stress of beginning teachers as tutors in junior high. Through the literature review and some theories, the study is to comb the types, origins and the corresponding strategies. Besides, take the features and definitions elaborated in this study as the basis; four beginning teachers as tutors in junior high would be interviewed for the understanding of their feelings, origins, corresponding solutions and the resolutions from the job stress. Through the four interviews with Interview Survey as the research method, the conclusions are as follows: 1. Different beginning teachers as tutors in junior high suffer from different job pressure ,and especially in student performance. 2. The main origins of job stress in a beginning teacher as a tutor in junior high are the peer pressure and the characteristics of the teachers. 3. The beginning teachers as tutors in junior high actively adopt the strategies of problem-solving, support-seeking and self-adaptation to face the job stress; however, the relatively inexperienced teachers often postpone and avoid their job stress. 4. Most beginning teachers as tutors in junior high relieve their job stress after using the corresponding strategies. 5. Among those beginning teachers as tutors in junior high, teachers in schools of larger scale feels pressure, especially in student performances; one who is relatively experienced and teaches in schools feels job pressure, especially in the levels of administrative support. 6. For the beginning teachers as tutors in junior high, the job stress origins in relatively inexperienced ones are from the interaction between teachers and students as well as teachers’ characteristics. As for those much more experienced ones, origins are from peer pressure among colleagues, and perspectives for origins of job stress would be changed as time goes by. According to the above discoveries and conclusions, this study provides suggestions for the beginning teachers as tutors as well as administrative units in junior high schools, and, hopefully, for the future studies.初任教師新手導師教師工作壓力beginning teachersuninitiated teachersjob stress of teachers