| 摘要: | 本研究採問卷調查法，以「臺北市公私立國民中學教師工作壓力與工作滿意度調查問卷」為工具，採分層隨機叢集抽樣，以臺北市公私立國民中學教師為對象，以了解臺北市公私立國民中學教師工作壓力與工作滿意現況，並藉由統計分析，探討不同背景教師知覺工作壓力與工作滿意的差異情形，並分析工作壓力與工作滿意的關係。依研究結果歸納調查所蒐集之資料經統計分析後，以下結論：
一、臺北市公私立國民中學教師感受到中等程度的工作壓力，其中以「工作負荷」的壓力最大，「人際互動」的工作壓力最小。
二、臺北市公私立國民中學教師感受到中上程度的工作滿意度，其中以「人際關係」的滿意程度較高，「行政領導」的滿意程度最低。
三、臺北市公私立國民中學教師之工作壓力的背景差異「部分」達顯著水準。
在「整體工作壓力」，除了「年齡」、「工作薪資」、「擔任職務」、「任教年級」、「學校屬性」等五種背景變項達顯著差異外，其餘則無顯著差異。
在「工作壓力」各層面的差異情形因變項不同，性別、畢業科系、婚姻狀況、學校規模均無顯著差異。
四、臺北市公私立國民中學教師之工作滿意的背景差異「部分」達顯著水準。
在「整體工作滿意」，除了「性別」、「最高學歷」、「婚姻狀況」、「工作薪資」、「擔任職務」、「任教年級」、「學校屬性」、「學校規模」等八種背景變項達顯著差異外，其餘則無顯著差異。
在「工作滿意」各層面的差異情形除年齡、畢業科系、服務年資、專業進
修情形等變項外，均有部分差異。
五、臺北市公私立國民中學教師工作壓力與工作滿意在整體上呈低度負相關；在
各層面上則呈低度或中度負相關
六、公私立國民中學教師工作壓力及工作滿意有顯著差異
就工作壓力而言，在「工作負荷」、「人際互動」、「學生管教」、「專業知能」四個層面上，公立學校教師大於私立學校教師；而在「行政配合」的工作壓力層面上，私立學校教師大於公立學校教師。
就工作滿意而言，在「行政領導」、「人際關係」、「薪資升遷」、「工作本身」四個層面上，私立學校教師大於公立學校教師。
The study is adopted questionnaire method with “Questionnaire of Work Pressure and Job Satisfaction for the Public and Private Junior High School Teachers in Taipei City” as the tool, and using stratified random cluster sampling to focus the public and private junior high school teachers in Taipei City as the object in order to understand their current situations for both work pressure and job satisfaction. In addition, by using statistics analysis, to investigate teachers’ awareness with different backgrounds of the differences between work pressure and job satisfaction and to analyze the relationships between the two. After statistically analyzing the collected data from investigation according to study results, we sums up the following conclusions:
1. The public and private Junior High School teachers in Taipei City feel medium level of work pressure and among which the pressure of “workload” is the biggest while the work pressure of “interaction between people” is the smallest.
2. The public and private Junior High School teachers in Taipei City feel above medium level of job satisfaction and among which the satisfaction of “interaction between people” is higher while the satisfaction of “administrative leadership” is the lowest.
3. The parts of background differences on the work pressure for the public and private Junior High School teachers in Taipei City are achieving significant standards.
On “overall work pressure”, except the 5 background variables of “age”, “job salary”, “holding post”, ”teaching grade”, and “school attribute” are reaching significant differences, and the rest are shown no significant differences. In respective levels’ differences of “work pressure” changing due of different variables, sex, graduated majors, marital status and school scales are all with no significant differences.
4. The parts of background differences on the job satisfaction for the public and private Junior High School teachers in Taipei City are achieving significant standards.
On “overall job satisfaction”, except 8 background variables of “sex”, “highest degrees”, “marital status”, ”job salary”, “holding posts”, ”teaching grades”, “school attribute”, and “school scales” are reaching significant differences, and the rest are shown no significant differences. In respective levels’ differences of “job satisfaction”, except variables such as age, graduated major, years on the post, and specialized advance study, all are with partial differences.
5. The work pressure and job satisfaction for the public and private Junior High School teachers in Taipei City on the overall levels are shown lowly negative correlation; while on each respective level is shown low or medium negativity correlation.
6. The work pressure and job satisfaction between the public and private Junior High School teachers are with significant differences.
As for work pressure, on the four levels of “workload”, ”interaction between people”, “student discipline”, and “specialized know-how”, the public school teachers are greater than private ones; but on the work pressure level of “administrative cooperation”, private school teachers are greater than the public ones.
As for job satisfaction, on the four levels of “administrative leadership”, ”interaction between people”, ”salary promotion”, and “job itself”, private school teacher are greater than the public ones. |
