國民中學教師工作壓力與職業倦怠關聯之研究：教師復原力與學校支持之調節效果   免費試閱

Correlation Study on Work Stress and Occupational Burnout of Junior High School Teachers—Moderating Effects of Teacher Resilience and School Support

現今少子化現象及各種政策的推動，使得教師的工作壓力較以往為大，也容易產生職業倦怠的情形。本研究以國民中學（後稱國中）教師工作壓力為自變項，探討其對職業倦怠之影響，並以教師復原力及學校支持為調節變項進行探討。研究方式採用問卷調查法，針對臺南市大、中規模國中之教師進行研究，共有33所學校的495位教師協助調查。本研究以多元階層迴歸與階層線性模式進行調節效果之分析及跨層次分析後，研究結果顯示臺南市國中教師工作壓力、復原力與學校支持對職業倦怠具有顯著的直接影響，且復原力具備調節效果，而在跨層次的分析更顯示，學校支持在工作負荷與個人成就感低之間扮演著負向的調節效果。最後，針對研究結果對實務應用及未來研究進行建議。

Having Work Stress of junior high school teachers as the independent variable, the effects on Occupational Burnout and the moderating effects of Teacher Resilience and School Support were discussed in this study. 625 questionnaires were distributed to survey teachers in large and medium scale junior high schools within Tainan City. A total of 514 questionnaires were collected, among which 495 copies were valid. After conducting Item Response and Confirmatory Factor Analysis, the moderating effects were further analyzed with Multiple Hierarchical Regression and Hierarchical Linear Modeling. The research outcomes show the significant direct effects of work stress, resilience, and school support of junior high school teachers in Tainan City in terms of occupational burnout; resilience presents moderating effects, particularly shown in hierarchical analyses; and school support (level 2) negatively moderates the effect of work load (level 1) on individual achievement (level 1). Finally, suggestions for practical applications and future research were provided based on the research outcomes.