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研究生:謝祥永
研究生(外文):Hsiang—Yung Hsieh
論文名稱:參與九年一貫課程教師之工作特性與專業倦怠
論文名稱(外文):The relationship of job content and teachers’ burnout for 9-year Joint Curricula plan
指導教授:陸偉明陸偉明引用關係
學位類別:碩士
校院名稱:國立成功大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:89
語文別:中文
論文頁數:52
中文關鍵詞:迴歸分析工作壓力社會支持教師專業自主
外文關鍵詞:regression analysiswork stressjob stresssocial supportteacher autonomy
相關次數:
  • 被引用被引用:102
  • 點閱點閱:485
  • 評分評分:
  • 下載下載:76
  • 收藏至我的研究室書目清單書目收藏:13
本研究的目的在探討參與九年一貫課程教師之工作特性與專業倦怠的關係。研究樣本分為台南市國中八十八、八十九學年度開始參與試辦九年一貫課程兩組教師,八十八學年度共有七所學校參與試辦,本研究全部選取;八十九學年度共有十所學校參與試辦,本研究隨機抽取七所學校。共發出問卷260份,回收有效資料181份,回收率78%。受試者填寫「工作特性問卷」及「專業倦怠量表」,資料回收後以t考驗和迴歸分析探討二者之關係。
結果發現,國中教師的工作特性呈現較高的控制層面、較高的心理要求和較高的社會支持,為主動性較強的工作,符合國外文獻的描述。且國中教師呈現較低的的情緒耗竭、較低的無人性化、和較高的個人成就感。不論參與時程之長久,較低的決定層面、較高的心理要求、較低的社會支持可以有效解釋教師專業倦怠的情緒耗竭層面,總解釋量達到28%;較高的心理要求、男性、年資愈淺可以有效的解釋教師專業倦怠的無人性化層面,總解釋量為14%,較低的決定層面、較低的社會支持、年資愈淺可以有效的解釋教師專業倦怠的個人成就感層面,總解釋量為14%。
This study was to investigate the relationship among job content and burnout for the teachers who participated in 9-year Joint Curricula plan. The sample was Tainan City junior high school teachers and was separated to groups, one was participating one year and the other was participating two years. Total of 181 valid subjects were surveyed by Job Content Questionnaire, and Maslach Burnout Inventory. The purpose of study was two folds, one was to investigate the differences of job content by two groups, the other was to investigate the relationship between job content and burnout.
The result showed that the job content of junior high school teachers was high control, high demand and high social support, it’s an active job and the finding was congruent to the western literature. Moreover, these teachers demonstrated low emotional exhaustion, low depersonalization and high personal accomplishment. No matter how long they participate the curricula, low control , high demand and low social support can significantly explain the emotional exhaustion of teacher burnout for about 28% of variance. High demand, male, and less work experience can significantly explain the depersonalization of teacher burnout for about 14% of variance. Low control , low social support and less work experience can significantly explain the reduced personal accomplishment of teacher burnout for about 14% of variance.
第一章、緒論
第一節、 研究緣起…………………………………………………………..1
第二節、 研究目的…………………………………………………………..3
第三節、 待答問題與研究假設……………………………………………..4
第四節、 名詞釋義………………………………………………………..…5
第二章、 文獻探討
第一節、教師工作特性與教師工作壓力…………………………………...7
第二節、教師專業倦怠…………………………………………………….12
第三章、研究方法
第一節、樣本和抽樣方式…………………..……..……………….……….22
第二節、研究工具…………………………………………………….…….22
第三節、資料分析…………………………………………………….…….24
第四章、研究結果
第一節、國中教師工作特性與專業倦怠之現況及t考驗分析………..….26
第二節、迴歸模式……………………………………….………………….28
第五章、結論與討論
第一節、研究發現與結論…………………………………………….…….37
第二節、建議………………………………………………………. ………39
參考書目
一、中文部份……………………………………………………………….41
二、英文部份……………………………………………………………….43
附錄
附錄一、問卷……..………………………………………………………..49
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