偏鄉國小代理教師的生涯規劃與工作壓力調適

The Elementary School Substitute Teachers' Career Plan and Work Pressure Adjustments in Remote Areas

偏鄉教育的師資流動性高，政府鼓勵在地青年返鄉擔任代理教師補充教師人力資源。然而，國小代理教師的工作為一年一聘，在每年聘約結束時會面臨收入中斷與失業。過去研究多數針對代理教師進行生涯研究，然對「偏鄉地區」的國小代理教師較少進行探討。因此，本研究針對6位擔任偏遠地區國小代理教師進行訪談，了解偏鄉地區國小代理教師的生涯發展、工作壓力與調適。研究結果如下：(1)偏鄉地區國小代理教師的生涯規劃：多數以考上正式教師為目標，代理教師考量成家立業壓力、結婚後以家庭為重，願意繼續擔任代理老師。(2)偏鄉地區國小代理教師工作壓力主要包括：備課壓力、師生互動、支援行政業務。(3)工作調適壓力包括：重要他人支持、個人正向特質、調適技巧的應用。

Teachers in rural education are highly mobile, and the government encourages local youth to return to their hometowns to serve as substitute teachers to assist in replenishing teacher human resources. However, the elementary school substitute teachers is a one-year appointment, and at the end of each year, they face income interruption and unemployment. In the past, most of the researches focused on the career research of substitute teachers, but little research was done on the substitute teachers of elementary schools in rural areas. Therefore, this study conducted in-depth interviews with 6 surrogate teachers of elementary schools in remote areas to understand the career development, work pressure and adjustment of substitute teachers of elementary schools in remote areas. The results of the study are as follows: (1)Career development goals of substitute teachers in elementary schools in rural areas: become the formal teacher is priority and first goal, substitute teachers in elementary schools need to consider the pressure of starting a family and starting a career, and may change their career development goals to continuous substitute teachers after marriage.(2)The work pressure of substitute teachers in elementary schools in rural areas mainly includes: lesson preparation pressure, teacher-student interaction, and administrative support.(3)Work pressure adjusting includes: important support from others, personal positive traits, and adjustment skills.