臺灣博碩士論文加值系統

本研究主要在瞭解國小教師職業倦怠、因應策略與憂鬱傾向之現況，以及探討三者之關係。本研究以台中縣市國小教師為對象，使用國小教師職業倦怠量表、國小教師因應策略量和台灣人憂鬱症量表進行問卷調查，共得有效樣本544 名，所得資料以描述統計、單因子變異數、Pearson 積差相關和多元逐步迴歸進行分析。主要研究發現如下：
國小教師的職業倦怠屬中低程度，以情緒耗竭的感受最深刻。因應策略使用頻率屬中高程度，以問題解決的使用頻率最高。國小教師的憂鬱傾向不嚴重，半數以上的國小教師情緒狀況穩定。
年輕教師和科任國小教師的職業倦怠感受較高，而不同性別、年資、婚姻狀況、學歷在職業倦怠上沒有差異。年長教師、資深教師和兼任行政工作之國小教師的因應策略使用頻率較高，而不同婚姻狀況、學歷在因應策略上沒有差異。年輕國小教師的憂鬱傾向高於年長國小教師，但不同性別、任教年資、婚姻狀況、學歷和擔任職務在憂鬱傾向上沒有差異。
國小教師的職業倦怠感受愈高，因應策略的使用頻率愈低，其憂鬱傾向的程度也愈高。情緒耗竭和自我調適是最能預測全體國小教師憂鬱傾向的因子，而尋求協助是最能預測高憂鬱傾向國小教師之憂鬱傾向的因子。
最後，本研究根據研究結果進行討論，並進一步提出建議，以供教師個人、教育相關單位及後續研究作為參考。

The purpose of study is to understand the current situation and the relationship of elementary school teacher burnout, coping strategies and the depressive tendency. The research samples were elementary school teachers in Taichung. Three questionnaires were used in the investigation. They were elementary school teacher burnout questionnaire, elementary school teacher coping strategy questionnaire and Taiwanese Depression Questionnaire. The total valid samples were 544. Data were analyzed using descriptive statistics, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression. The major results are as follows:
The level of elementary school teacher burnout was lower middle. The most serious syndrome was emotional exhaustion. The frequency of using coping strategies was upper middle. The problem- solving strategy was the most frequently used. The tendency toward depression wasn’t strong. More than half of the elementary school teachers were emotionally stable.
Young teachers and subject teachers have stronger feeling of burnout. Ages, teaching experience, marital status, academic background differences didn’t affect the feeling of burnout. Senior teachers, experienced teachers and part-time administrator used the coping strategies more. Teachers with different marital status and academic background didn’t make any difference when they applied the strategies. Young elementary school teacher had higher depressive tendency than senior teachers. However, teachers with different genders, teaching experience, marital status, academic background and positions didn’t make any difference on depressive tendency.
The more burnout that elementary teachers experienced, the lower frequency they used the coping strategies and the higher depressive tendency they had. The level of depression tendency was divided into three categories – high, medium and low. For all teachers, emotional exhaustion and self-adjustment can effectively predict or explain the factors for depressive tendency. For high teachers, seeking for help can effectively predict or explain factors for depressive tendency.
Finally, a discussion was preceded according to the results and suggestions as well as references were provided for teachers and educational organizations to continue afterward researches.

致謝辭i
中文摘要ii
英文摘要iii
目次iv
表次vi
圖次viii

第一章 緒論
第一節 研究動機與目的1
第二節 研究問題7
第三節 名詞解釋7
第二章 文獻探討
第一節 教師職業倦怠的理論與實證研究9
第二節 因應策略的理論與實證研究32
第三節 憂鬱傾向的理論與實證研究57
第三章 研究方法
第一節 研究架構79
第二節 研究對象80
第三節 研究工具83
第四節 研究程序93
第五節 資料分析96
第四章 結果與討論
第一節 國小教師職業倦怠、因應策略與憂鬱傾向之現況分析97
第二節 不同背景變項國小教師在職業倦怠、因應策略與憂鬱傾向之差異情形111
第三節 國小教師職業倦怠、因應策略與憂鬱傾向之相關分析135
第四節 國小教師職業倦怠與因應策略對憂鬱傾向之預測分析144
第五章 結論與建議
第一節 結論149
第二節 建議155
參考書目
中文部分163
西文部分171
附錄
附錄一 預試問卷190
附錄二 正式問卷195
附錄三 國小教師職業倦怠量表之預試結果分析摘要表199
附錄四 國小教師職業倦怠量表之因素分析摘要表200
附錄五 國小教師因應策略量表之預試結果分析摘要表201
附錄六 國小教師因應策略量表之因素分析摘要表203
附錄七 長庚大學同意授權使用「台灣人憂鬱症量表」之公文204
附錄八 行政院國家科學委員會同意授權使用「台灣人憂鬱症量表」之公文205
附錄九 財團法人董氏基金會同意授權使用「台灣人憂鬱症量表之分數使用」之公文206
附錄十 正式問卷回收一覽表207

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