國中教師之工作壓力及職業倦怠之關係探討：工作自主的調節效果   免費試閱

A Study on the Relationship Between Job Stress and Working Burnout for Junior High School Teachers—Moderator is Task Autonomy

面對處於青春期學生的國中教師所面臨的工作壓力與職業倦怠情形是令人關注的，尤其青少年之重要他人除了同儕，教師也是將學生導入正向發展的關鍵角色，是故，國中教師的工作壓力顯然又比其它教學階段之教師顯重。本研究利用台灣教育長期追蹤資料庫(第一波以班級為單位之國中教師資料)探討教師工作壓力與職業倦怠的關係，並以工作自主為調節變項。研究樣本共1812位國中教師，經階層回歸模式分析後發現，工作壓力會對教師的職業倦怠產生影響，而當工作自主做為調節變項加入探討時，則會對職業倦怠產生調節效果。在工作壓力及工作自主的交互作用下，工作壓力對職業倦怠的效果被工作自主所調節，且是一種負向調節，表示教師的工作壓力雖會產生教師的職業倦怠，但若教師的工作自主程度高時，則這種職業倦怠情形應可減緩。本研究並根據上述結果提出若干建議。

About the job stress and working burnout for the junior high school teachers are very important issues, because those teachers need to face the students who are in the age of puberty. People have significant others in each grow stages. Junior high school students' significant others are peers and friends, and teachers also play important roles who to be the guides of students to point out right directions. Therefore, the job stress levels of junior high school teachers are higher than other teachers who are at other teaching stage. This research use the data from Taiwan Education Panel Survey (TEPS) to discuss the relationship between job stress and working burnout, and the Moderator is “task autonomy”. Otherwise, emotional exhaustion can instead of working burnout according to the questionnaire and previous studies, and we also use “relationships” and “workload” to represent job stress. We can find out that the job stress levels are high, the working burnout might be high. But, if teachers have task autonomy, the working burnout will not be occurred.