國民小學實施九年一貫課程中兼任行政職務教師工作壓力與調適策略之研究

A Study of Job Stress and Stress Adjustment Strategies for Elementary Teachers Holding Administrative Positions in the 1-9 Integrated Curriculum Implementation

本研究採問卷調查法，以彰化縣兼任行政職務教師為研究對象，取樣 560 位，有效問卷 420 份，可用率75﹪。結論分述如下：一、國小兼職教師感受到中上程度的工作壓力，其中以「工作負荷」的壓力層面感受最大。二、國小兼職教師壓力調適策略的使用情形在「有時使用」和「常常使用」之間，其中最常使用的是「理性思考」層面的策略。三、不同性別、服務年資與學校規模的國小兼職教師，壓力感受不同。四、不同性別、學校地區的國小兼職教師，調適策略使用情況不同。五、不同壓力感受下之國小兼職教師，高壓力組在面臨壓力時，採用「尋求支持」調適策略頻度高於中、低壓力組。高壓力組及中壓力組在面臨壓力時，採用「延宕處理」調適策略頻度高於低壓力組。

Survey research was conducted for this study. The subjects were 560 teachers concurrently holding administrative posts randomly drawn from public elementary schools in Changhua County. 420 acceptable questionnaires were collected and the acceptance rate was 75%. The conclusions of this study are as follows:1. Job stress experienced by participants is above average; “job burden” was ranked the highest.2. The frequency of using stress adjustment strategies is between “sometimes” and “frequent”; the strategy of “rational thinking” is used the most frequently.3. “Gender，” “Service duration” and “School size” affect differences in levels of job stress.4. “Gender” and “School location” affect differences in the use of stress adjustment strategies.5. High-stress group uses the strategy of “searching for assistance” more frequently than middle-stress and low-stress groups. High-stress group and middle-stress group use the strategy of “procrastination” more frequently than low-stress group.