小學教師角色知覺差距因應方式及其相關因素之研究

The Study of Elementary School Teachers' Coping Ways and Related Factors of Role Discrepancy

本研究旨在探討國民小學教師在面對角色知覺差距時之因應方式及其相關因素。透過文獻探討及調查等方法進行資料蒐集，並使用研究者所編訂之「國民小學教師角色知差距因應方式量表」來調查臺灣地區938位小學教師，經以SPSS/PC+ 套裝軟體中次數分配、單因子多變項分析、薛費多重比較分析法、及關連強度係數來進行資料處理與分析。研究結果發現：小學教師面對角色知覺差採取因應方式的頻率屬中低程度、小學教師在面對角色知覺差距之因應方式中以「解決差距」之採用情形較高、教師因應角色知覺差距之方式具有實務取向、小學教師面對角色知覺差距的因應方式因環境及個人因素之不同而有差異。最後，根據本研究發現與結論提出之建議為：肯定教師在解決角色差距上有相當的自主性、思索藉由教師實務取向因應方式之特徵以發揮其因應效能、教師審視自己的任教意願及多發覺從事教職之樂趣、根據不同背景教師之所需以協助其運用各種因應方式、對教師角色知覺差距因應方式的相關因素進行加深加廣的研究。

The coping ways of role discrepancy used by elementary school teachers were studies. Nine hundred thirty-eight subjects were surveyed using “The Inventory of Coping with Role Perception Discrepancy for Elementary School Teachers”. The data were statistically analyzed by frequencies， MANOVA and strength of association. The conclusions of this study are as follows：1. The frequency of the coping ways of role discrepancy used by elementary school teachers was middle-low level.2. Among the coping ways， the “discrepancy solving” ways were most offer by elementary school teachers.3. Elementary school teachers’ coping ways of role discrepancy had practical features.4. Significant differences of the coping ways of role discrepancy existed among subjects with different genders， years of service， background of educational training， married or not， having children or not and commitment to teaching. This significant difference also existed among subjects in the school with different scales.The recommendations for teachers’ colleges， educational administration institutions and elementary school teachers were also suggested.