本研究旨在探討臺北縣國中資源班教師感受工作壓力、工作滿意與專業承諾之現況及其之間的相關，並綜合研究結果與發現提出具體建議，作為未來教育行政機關及後續研究者的參考。 本研究以問卷調查法為主要研究方法。首先蒐集相關文獻，探討教師工作壓力、工作滿意及專業承諾的概念內涵與理論基礎，據以建立研究架構，作為實徵性問卷編製與調查實施之依據，然後以自編之「臺北縣國中資源班教師工作壓力、工作滿意與專業承諾問卷」進行調查。 問卷調查之對象為臺北縣公立國民中學資源班教師，調查樣本係以普查方式選取臺北縣64所公立國中資源班208位教師，獲得有效樣本167份。調查結果以平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關及多元逐步迴歸分析等統計方法，進行資料處理分析。經歸納研究結果，獲致下列結論： 一、臺北縣國中資源班教師所感受之工作壓力程度屬於「中等程度」，而工作滿意程度及專業承諾程度均屬於「中高程度」。 二、臺北縣國中資源班教師其背景變項與工作壓力、工作滿意、專業承諾並無顯著差異。 三、臺北縣國中資源班教師工作壓力與專業承諾具有負顯著相關。 四、臺北縣國中資源班教師工作滿意與專業承諾具有正顯著相關。 五、臺北縣國中資源班教師工作壓力與工作滿意具有負顯著相關。 六、臺北縣國中資源班教師工作壓力、工作滿意對專業承諾具有解釋力，且以工作滿意之「教學工作」具有最大的解釋力。 依據上述結論，本研究對國中資源班教師、學校及教育行政機關提出若干建議，俾供相關人士與未來研究參考。 This study aimed to explore the relationship among job-related stress, job satisfaction, and professional commitment among junior high school resource room teachers in Taipei County. Questionnaires assessing resource room teachers’ job-related stress, job satisfaction, and professional commitment were completed by 167 teachers from 64 junior high schools in Taipei County. Findings of the study were as follow: 1. The resource room teachers reported a medium degree of job-related stress, a medium-high degree of job satisfaction, and a medium-high degree of professional commitment. 2. There were no significant differences in resource room teachers’ job-related stress based on personal background. 3. There were no significant differences in resource room teachers’ job satisfaction based on personal background. 4. There were no significant differences in resource room teachers’ professional commitment based on personal background. 5. The resource room teachers’ perception of job-related stress was negatively related to professional commitment. 6. The resource room teachers’ perception of job satisfaction was positive related to professional commitment. 7. The resource room teachers’ perception of job-related stress was negatively related to job satisfaction. 8. The resource room teachers’ job-related stress and job satisfaction were found to be good predictors of professional commitment. The study concluded with several suggestions for improving resource room teachers’ job-related stress, job satisfaction and professional commitment.
