淡江大學機構典藏:Item 987654321/73841
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    題名: 新北市國中教師工作壓力與因應策略之研究 : 以任教九年級基本學力測驗學科領域教師為例
    其他題名: A study on the job stress and coping strategies of the junior high school teachers in New Taipei City : an example of teachers in charge of the ninth-grade basic competence test subjects
    作者: 廖國禎;Liao, Kuo-Chen
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    楊國賜
    關鍵詞: 工作壓力;因應策略;國中教師;Job stress;coping strategies;Junior High School Teachers
    日期: 2011
    上傳時間: 2011-12-28 17:17:34 (UTC+8)
    摘要: 本研究旨在瞭解新北市國中任教九年級基本學力測驗學科領域教師工作壓力與因應策略之情形，為達成研究的目的，本研究採用文獻分析與調查問卷，以「新北市國民中學教師工作壓力與因應策略問卷」做為研究工具進行量化資料的蒐集，並以任教九年級基本學力測驗學科領域教師為對象回收可用問卷共441份，將所蒐集的問卷填答資料以平均數、標準差、獨立樣本t 檢定、單因子變異數分析等統計方法進行資料分析處理。同時就依研究結果進行分析說明與綜合討論。
    茲將本研究結果，依序臚列於下：
    壹、新北市任教九年級基本學力測驗學科領域教師工作壓力感受略低於中等程度 ，以「學生行為」的工作壓力感受程度最大，其次依序為「工作負荷」、「行政支持」、「專業知能」、「人際關係」。
    貳、新北市任教九年級基本學力測驗學科領域教師工作壓力之因應策略使用頻率達中等程度以上。最常採用的因應策略依序為，「理性思考」、「尋求支援」、「問題解決」、「情緒調適」、「延宕處理」。
    參、不同背景變項的新北市任教九年級基本學力測驗學科領域教師之工作壓力感受在「學校規模」達顯著差異。
    肆、不同背景變項的新北市任教九年級基本學力測驗學科領域教師之工作壓力因應策略使用頻率在「性別」、「婚姻狀況」、與「學校規模」達顯著差異。
    根據本研究的研究結果與研究者的發現，提出建議、以供教育行政主管機關、學校行政、教師個人與未來研究者參考。
    The purpose of this study is to understand the job stress of the junior high school teachers in charge of the ninth-grade BCT in New Taipei City and to analyze their coping strategies. In order to complete the aim of the study, the analysis of relative writings and survey questionnaire were adopted. The questionnaire was designed to collect data based on “The Questionnaire on the job stress and the coping strategies of teachers of the junior high school of New Taipei City”. This study’s survey sample includes the teachers who taught at 9th grade of the junior high school of New Taipei City in 2010 and the valid questionnaires returned are 441 copies, using statistical methods to analyze the survey, such as averages, standard deviations, independent samples t-test and one-way ANOVA (Analysis of Variance).
    The key findings of this survey are as follows:
    1. The lever of job stress is at slightly lower than medium degree. The main reason of job stress is “the student’s behavior”, and among other reasons in turn are “work burden”, “administration support”, “professional knowledge”, and “interpersonal relationship”.
    2. The use of coping strategies associated with job stress is found to be “middle-level”. The coping strategies adopted commonly in the proper order are “rational thinking”, “assistance-seeking, “problem solving”, “emotion regulation”, and “delayed processing”.
    3. The level of job stress which varies in accordance with different backgrounds of this study is significant difference in “school size”.
    4. The use of coping strategies associated with job stress that varies in accordance with different backgrounds of this study is significant difference in “gender”, “marital status” and “school size”.
    The conclusion and the suggestions of this study are presented to educational authorities, school administration, teachers and future researchers.
    顯示於類別:[教育政策與領導研究所] 學位論文

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