臺灣博碩士論文加值系統

本研究的目的是探討會影響教師教學的相關變項，以及其與學生適應壓力的相關情形。在教師教學相關變項方面，本研究經由文獻的整理，認為「教師功能」、「教師壓力」、「教師滿意度」會影響教師實際工作表現的最重要變項，而且這三項的教學相關變項會影響學生「壓力適應狀況」。後者包含學生於學校環境的「身心發展」狀況與學生「學校適應」狀況。本研究共分兩部分：研究一的目的為探討教師教學變項；研究二的目的為探討教師「教學相關變項」與學生「壓力適應狀況」之相關情形。研究一以正在任教的國小、國中與高中教師218人為樣本，利用探索性因素分析，顯示「教師教學狀況」量表可以聚集成「個人教學功能」、「一般教學功能」、「教師壓力」、「學校環境滿意度」，以及「教學工作滿意度」等五個因素。經由信效度的檢驗，以這些因素為基礎所形成的各分量尺具有合適之心理計量特性。研究二以23位老師及其任教班級之學生（606人）為樣本，以「教師教學狀況」量表測量教師自評的教學相關變項狀況，並以「學生生活」問卷評估學生壓力適應狀況。結果顯示，教師自評的各「教學相關變項」與學生自評的「師生關係」具有顯著關聯性。此外，在「教學相關變項」中，教師自評的「教學工作滿意度」為預測學生自評的「壓力適應狀況」之最佳預測因子。最後，根據研究結果討論如何藉教學相關變項的評估，提昇教師教學表現，並進一步幫助學生強化壓力適應能力。

The first aim of this study was to investigate variables that might influence teachers’ teaching performance. The second aim was to examine how these variables are related to students’ adaptation to stress. After a thorough review of all the relevant literature, we proposed that “Teacher Function”, “Teacher Stress”, and “Teacher Satisfaction” are the most important variables that would influence teachers’ teaching performance. In turn, these variables were hypothesized to influence students’ “Stress Adaptation”. The construct of “Stress Adaptation” included students’ “Mental Development” and “School Adaptation”.In study 1, participants were 218 teachers who teach in elementary schools, junior high schools, and senior high schools. We used item-analysis and exploratory factor analysis to select items in order to develop the “Teacher Teaching Condition” questionnaire. According to the results of Study 1, the “Different Facets of Teachers’ Teaching Condition” questionnaire was consisted of five factors: “Personal Teaching Function”, “General Teaching Function”, “Teacher Stress”, “School Environment Satisfaction”, and “Teaching Satisfaction”. The questionnaire had good psychometric properties. In Study 2, the “Different Facets of Teachers’ Teaching Condition” questionnaire was administered to 23 teachers to measure their perception of their own teaching performance. In addition, the “Student Life” questionnaire was administered to the students of the 23 teachers to measure their adaptation to stress. According to the results of Study 2, each of the five teaching factors had significant association with students’ evaluations about teachers’ performance. In addition, the results indicated that “Teaching Satisfaction” was the best predictor of students’ stress adaptation. Finally, based on the results of this study, we discussed how to improve teachers’ teaching performance, and ways to strengthen students’ ability to adapt to stress through teaching.

目次
第一章 緒論…………………………………………………………… 1
第一節 教師教學功能的自我評價（簡稱教師功能）……………… 2
第二節 教師壓力……………………………………………………… 9
第三節 教師滿意度…………………………………………………… 13
第四節 教師功能、教師壓力與教師滿意度三變項之相關研究…… 17
第五節 學生壓力適應狀況…………………………………………… 21
第六節 研究目的、架構與假設……………………………………… 25
第二章 研究一：教師教學相關變項的探討………………………… 31
第一節 研究方法………………………………..…………………….. 31
第二節 研究結果………………………………..…………………….. 35
第三節 小結……………………………………..…………………….. 42
第三章 研究二之研究方法與結果…………………………………… 47
第一節 研究方法……………………………………………………… 47
第二節 研究結果…………………........................................................ 52
第三節 小結………………………........................................................ 59
第四章 綜合討論………….................................................................... 63
第一節 「教師教學狀況」各變項間的影響情形…………………… 63
第二節 教師教學相關變項與學生壓力適應狀況的相關情形之探討 65
第三節 教師自評教學相關變項與學生壓力適應具落差的可能性討
論……………………………………………………………… 68
第四節 強化學生壓力適應能力的可能性討論....…………………… 70
第六章 研究貢獻、研究限制與未來研究方向………….................... 73
第一節 研究貢獻…………………….................................................... 73
第二節 研究限制…………………….................................................... 74
第三節 未來研究方向....…………….................................................... 76
參考文獻………………………………………………………………………… 79
附錄………………………………………………………………........................ 87
附錄一 教師教學狀況量表…………………………………………………… 87
附錄二 學生生活調查問卷…………………………………………………… 92

王受榮（1992）。「我國國民中小學教師效能感及其影響因素之研究」（未發表之博士論文）。台北：國立台灣師範大學教育研究所。
何郁玲（1999）。「中小學教師職業倦怠,教師效能感與生命意義感關係之研究」（未發表之碩士論文）。彰化：國立彰化師範大學教育研究所。
吳明清（1996）。「台灣地區國民小學教師服務狀況之調查研究」。台北：國立教育資料館。
吳治勳（2003）。「青少年同儕關係的評估及其特性之探討--以憂鬱傾向與壓力歷程特性為指標」（未發表之碩士論文）。台北：國立台灣大學心理學研究所。
吳英璋（1996）。自我概念與青少年偏差行為。見侯崇文（主編）：「犯罪問題研究成果研討會論文集」，頁137-180。台北：國科會。
吳英璋（1997）。青少年自傷行為。「教育改革與學校輔導工作研討會」，72-107。
吳英璋、何榮桂、吳武雄（1993）。改進國中生自願就學輔導方案專題研究：（三）自願就學方案下的教師與學生壓力之變化。教育部教育研究委員會。
吳英璋、蕭仁釗、林耀盛、洪福建（2003）。教育部研究計畫：「92年度生活重建計畫—學校教學及學生輔導計畫」（未出版）。
吳英璋、蕭仁釗、林耀盛、洪福建（2004）。教育部研究計畫：「93年度生活重建計畫—學校教學及學生輔導計畫」（未出版）。
吳英璋、謝念慈、張文宏、黃馨葱、王雅芬（2007）。教育部研究計畫：「研擬學生壓力調適及心理健康促進之因應策略」研究。
吳英璋、陳淑惠（2004）。整合型計畫：災後心理反應歷程與心理處置歷程之長期追蹤研究-總計畫暨子計畫（I）兒童與青少年震災後心理反應長期追蹤研究。編號：NSC-93-2625-Z-002-036。
吳英璋、陳淑惠（2006）。整合型計畫：災後心理反應歷程與心理處置之長期追蹤研究－子計畫（I）：兒童與青少年災後心理反應長期追蹤研究：震災、水災、SARS 等災後心理反應的比較研究。編號：94-2625-Z-002-017。
孫志麟（1991）。「國民小學教師自我效能及其相關因素之研究」（未發表之碩士論文）。台北：國立政治大學教育研究所。
張俊紳（1997）。「國民小學教師教學效能之研究--不同教學效能信念類型教師的教學表現及其教學生產力」（未發表之博士論文）。高雄：國立高雄師範大學教育研究所。
教育部教育研究委員會（2003）。「國中小教師需求及對教育施政之看法」問卷調查結果說明。上網日期：2007年4月9日，檢自http://140.111.1.192/edures/importance/921006-1.htm。
郭峰偉（2000）。「國中教師工作壓力與教師效能關係之研究」（未發表之碩士論文）。台南：國立成功大學教育研究所。
陳聖芳（1999）。「台東地區國小教師的工作壓力與工作滿意度之研究」（未發表之碩士論文）。台東：國立台東師範學院國民教育研究所。
楊益民（2002）。「國民小學教師工作滿意度評量之研究」（未發表之碩士論文）。台南：國立台南師範學院教師在職進修學校行政碩士學位班。
溫明晶（2003）。「青少年偏差行為與整體學業自我效能及主觀人際環境之探討」（未發表之碩士論文）。台北：國立台灣大學心理學研究所。
鄭全利（2003）。「屏東縣國民小學資深教師工作壓力知覺、工作滿意度與退休態度之相關研究」（未發表之碩士論文）。屏東：國立屏東師範學院心理輔導教育研究所。
顏淑惠（2000）。「國民小學教師情緒管理與教師效能之研究」（未發表之碩士論文）。台北：台北市立師範學院國民教育研究所。


Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, et al. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools, REPORT NO. R-2007-LAUSD. Santa Monica, CA: Rand Corporation (ERIC Document Reproduction Service No. 130 243).
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers'' sense of efficacy and student achievement. New York: Longman.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. PsychologicalRreview, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning. Child Development, 67, 1206-1222.
Beehr, T. A., & Newman, J. E. (1978). Job stress, employee health, and organizational effectiveness: A facet analysis, model, and literature review. Personnel Psychology, 31, 665-699.
Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change. Vol. VII: Factors affecting implementation and continuation (Report No. R-1589/7-HEW). Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432).
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239–53.
Caprara, G. V., Barbaraneli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821-832.
Caprara, G. V., Barbaraneli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
Chan, D. W., & Hui, E. K. P. (1995). Burnout and coping among Chinese secondary school teachers in Hong Kong. British Journal of Educational Psychology, 65, 15-25.
Erikson, E. H. (1968). Identity, youth, and crisis. New York : W. W. Norton.
Evans, L. (1998). Teacher Morale, Job Satisfaction and Motivation. London: Paul Chapman.
Evers, W. J. G., Brouwer, A., Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227-243.
French, J. R. P., Caplan, R. D., & Harrison, R. V. (1982). The mechanisms of job stress and strain. New York, NY: John Wiley & Sons.
Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595-606.
Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191-215.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Guskey, T. R. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32, 44-51.
Herzberg, F. (1966). Work and the nature of man. Cleveland, OH: The World Publishing.
Hill, T. (1994). Primary headteachers: Their job satisfaction and future career aspirations. Educational Research, 36, 223-235.
Ho, I. T. & Hau, K. T. (2004). Australian and Chinese teacher efficacy: similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants. Teaching and Teacher Education, 20, 313-323.
Hoy, W. K., & Miskel, C. (1991) Educational administration: Theory, research and practice (4th ed.). New York: McGraw-Hill.
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers'' sense of efficacy and the organizational health of schools. Elementary School Journal, 93, 356-372.
Kittel, F., & Leynen, F. (2003). A study of work stressors and wellness/health outcomes among Belgian school teachers. Psychology and Health, 18, 501-510.
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146-152.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27-35.
Kyriacou, C., & Sutcliffe, J. (1978). A model of teacher stress. Educational Studies, 4, 1-6.
Kyriacou, C., & Sutcliffe, J. (1979). A note on teacher stress and locus of control. Journal of Occupational Psychology, 52, 227-228.
Lazarus, R. S. & Launier, R. (1978). Stress-related transaction between person and environment. In A. P. Lawrence, & L. Michael (Eds.), Perspectives in interactional psychology (pp. 287-327). New York, NY: Plenum.
Locke, E. A. (1969). What is job satisfaction? Organizational Behavior & Human Performance, 4, 309-336.
Locke, E. A. (1970). Job satisfaction and job performance: A theoretical analysis. Organizational Behavior & Human Performance, 5, 484-500.
Ma, X., & MacMillan, R. B. (1999). Influences of workplace conditions on teacher’s job satisfaction. The Journal of Educational Research, 93, 39-47.
Manthei, R., Gilmore, A., Tuck, B., & Adair, V. (1996). Teacher stress in intermediate schools. Educational Research, 38, 1, 3-19.
Maslach, C., & Jackson, S. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper.
Mumford, E. (1972). Job satisfaction: A study of computer specialists. New York: Longman.
Nias, J. (1989). Primary teachers talking. London: Routledge.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 533-578.
Rice, P. L. (1992). Stress and health (2nd ed). Pacific Grove, CA: Brooks/Cole Publishing.
Rose, J. S., & Medway, F. J. (1981). Measurement of teachers’ belief in their control over student outcome. Journal of Education Research, 74, 185-190.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.
Sarafino, E. P. (1994). Health psychology. New York, NY: John Wiley & Sons.
Seligman, M. E. P. (1975). Helplessness. San Francisco: Freeman.
Tschannen-Moran, M., Woolfolk , A. E. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tellenback, S., Brenner, S. D., & Löfgren, H. (1983). Teacher stress: Exploratory model building. Journal of Occuptional Psychology, 56, 19-33.
Tschannen-Moran, M., Woolfolk, A. E., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
Vandenberghe, R., & Huberman, A. M., (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge, UK: Cambridge University.
Vroom, V. (1964). Work and motivation. New York: John Wiley & Sons.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers'' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers'' sense of efficacy and their beliefs about managing students. Teaching & Teacher Education, 6, 137-148.