工作便利？還是工作壓力？教師下班後即時通訊軟體公務使用情形與工作倦怠之關係──以教師工作價值觀為調節變項

Work Convenience or Stress? The Relationship between the Work-Related Use of Instant Messaging Apps beyond Work Hours and Job Burnout in Teachers and the Moderating Role of Job Values

考量現代快速緊湊的工作型態導致的壓力反應與後果，本研究旨在探討下班後即時通訊軟體之公務使用對教師工作倦怠的影響，以及下班後即時通訊軟體之公務使用是否透過工作壓力的中介效果，進而造成教師工作倦怠，和教師工作價值觀能否調節下班後即時通訊軟體之公務使用與工作壓力的關係。本研究以調節式中介模式進行檢驗，探究教師工作價值觀對下班後即時通訊軟體公務使用情形所導致的工作壓力與工作倦怠之減緩效果。研究採用問卷調查施測，以國小、國中、高中職教師為對象，採分層隨機方式進行抽樣，總計有717份有效問卷。研究結果發現：1.教師下班後即時通訊軟體公務使用情形與教師工作壓力具有正向關係；2.教師工作壓力對於下班後即時通訊軟體公務使用情形與工作倦怠間具中介影響關係；3.無論教師高或低的工作價值觀皆會正向調節下班後即時通訊軟體公務使用情形與教師工作壓力間的關係；4.教師工作價值觀會正向調節工作壓力於下班後即時通訊軟體公務使用情形與工作倦怠間的中介效果。本研究結果可作為未來下班後即時通訊軟體公務使用情形、教師工作壓力、教師工作倦怠及教師工作價值觀之相關研究參考。

Evidence from around the world suggests that the profession of teaching induces a high level of job stress and job burnout. If individuals regularly experience severe job stress and its accompanying physical and psychological effects, they can experience fatigue in both physically and mentally challenging work situations (Brewer & McMahan, 2003; Platsidou & Agaliotis, 2008; Taylor, 1999). The most obvious antecedent of job burnout is job stress, with job burnout regarded as an extension or consequence of a prolonged period of job stress (Hung & Chen, 2009; Schaufeli & Buunk, 2003; Shirom, 2003). This study focused on the topic of job burnout in relation to teachers, and this study employed the three dimensions of burnout identified by Maslach and Jackson (1981) as the main reference framework; according to the confirmatory factor analysis results of each dimension, the two dimensions of emotional exhaustion and depersonalization were applied as variables. The first goal of this research was to explore the effect of job burnout in teachers, as reflected in their use of instant messaging apps beyond official work hours. The rapid development of information technology has gradually changed conventional cognitive approaches toward work, with the boundary between work and personal time being increasingly obscured or disappearing entirely (Derks et al., 2014). Because the work environment of teachers requires them to interact with students, parents, colleagues, and school supervisors, the content of their messages sent using instant messaging apps beyond work hours is both diverse and complex. If instant messaging app use is a long-term work requirement, such use may exert physical and mental pressure for teachers and become a source of stress and a cause of job burnout (Bakker & Sanz-Vergel, 2020; Liu et al., 2019). According to relevant national and international research, teachers' job stress is divided into three dimensions, namely the 1. stress of teaching, guidance and discipline, 2. administration, and 3. interacting with parents. The second goal of this research was to explore whether teachers use instant messaging apps for work purposes beyond official work hours, and if such use induces job stress, which can lead to job burnout.