國小教師心理需求困擾與因應策略之概念模式驗證研究

A Study of the Concept Model of Need Problems with Coping Strategies for Elementary School Teachers

本研究旨在以Maslow需求層次論，Lazarus因應理論，其他學者論述與實徵性研究結果及研究者以往的研究發現為基礎，採字「教師需求困擾量表」、「教師因應策略量表」、簡式「田納西自我概念表」、簡式「教師態度量表」、「國小教師工作滿意量表」、「基本資料調查表」等六種研究工具，隨機取得855名國小教師為研究樣本，來探討心理需求困擾與因應策略的關係，並採用線性結構關係來驗證「國小教師心理需求困擾與因應策略概念模式」的適切性。結果發現：（1）心理需求困擾與因應策略具顯著負相關，且透過三組典型因素相互影響。（2）國小教師心理需求困擾與因應策略概念模式欠佳。（3）就研究發現提出刪除屬性變項，刪除教學態度對心理需求困擾關係、工作滿意度對因應策略關係的概正模式。

The purpose of this research， based on Maslow’s theory of need hierarchy， Lazarus’s theory， and related studies， was to analyze the relationship between need problems and coping strategies， and to use a linear-structure relationship to test “The Theoretical Model of Need Problems with Coping Strategies for Elementary School Teachers”. “The Teacher Need Problem Inventory”， “Teacher Coping Strategies Inventory”， “Tennessee Self-Concept Scale， ”Teacher Attitude Inventory”， “Teacher Job Satisfaction Questionnaire” and “Questionnaire of Teacher Background” were administered to 855 elementary school teachers. The major findings were as follows：（1）Psychological need problems negatively correlated with coping strategies.（2）The Theoretical model of psychological need problems with coping strategies was not perfect enough. （3）According to these findings， suggestions were proposed to delete attribution variables and to modify teaching attitude correlated with psychological need problems， job satisfaction and coping strategies.