(3.238.173.209) 您好!臺灣時間:2021/05/08 15:18
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

: 
twitterline
研究生:蔡和希
研究生(外文):He Shi Tsai
論文名稱:臺南市國民小學初任教師與資深教師在兼任行政職務上工作壓力與因應策略之差異研究
論文名稱(外文):A Study of the Differences in Job Stress and Coping Strategies Between Beginning Teachers and Senior Teachers with Administrative Positions in the Elementary School in Tainan City
指導教授:丁學勤丁學勤引用關係
指導教授(外文):Shueh-Chin Ting
口試委員:廖曜生林進材
口試委員(外文):Yao-Sheng LiaoChin-Tsai Lin
口試日期:2017-06-20
學位類別:碩士
校院名稱:國立臺南大學
系所名稱:教育學系教育行政碩士在職專班
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:209
中文關鍵詞:初任教師工作壓力因應策略
外文關鍵詞:beginning teacherjob stresscoping strategies
相關次數:
  • 被引用被引用:34
  • 點閱點閱:985
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:366
  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在瞭解臺南市國民小學初任教師與資深教師在兼任行政職務上之工作壓力與因應策略,以及兩者的差異情形。過去相關研究中之探討多侷限於資深教師,並無特別針對「國民小學初任教師」為研究對象,但近年來國民小學資深教師不願擔任行政職務,且初任教師兼任行政職務之現象越來越普遍,故研究者欲藉由探討此議題,提出有效因應策略以減緩兩者之工作壓力,並提高其接任行政之意願。
本研究採深入訪談法,以初任與資深教師兼任行政職務者各十六位為研究對象,研究者將工作壓力分為「工作負荷」、「人際關係」、「內在衝突」、「時間管理」、「專業知能」、「上級壓力」及「教學效能」等七類型,將因應策略分為「尋求支持」、「情緒調適」、「解決問題」、「理性思考」與「延宕逃避」等五類型。研究結果發現如下:
一、工作壓力之差異情形:臺南市國民小學初任教師兼任行政職務者整體工作壓力為中高程度,以工作負荷感受最高,其次依序為:時間管理、專業知能、內在衝突、上級壓力、教學效能、人際關係;資深教師兼任行政職務者整體工作壓力為中低程度,以工作負荷感受最高,其次依序為:時間管理、人際關係、內在衝突、教學效能、專業知能、上級壓力。
二、因應策略之差異情形:臺南市國民小學初任教師兼任行政職務者最常使用尋求支持,其次依序為:理性思考、情緒調適、解決問題、延宕逃避;資深教師兼任行政職務者最常使用尋求支持,其次依序為:尋求支持、解決問題、理性思考、情緒調適、延宕逃避。
最後研究者依據研究結果提出相關建議,以提供教育主管機關、學校行政單位、教師兼任行政職務者及未來研究者參考。
The purpose of this study was to understand the current practices of the job stress and coping strategies of beginning teachers and senior teachers with administrative positions in the elementary school in Tainan city, and to understand the differences between the both. Most of the past studies were limited to the senior teachers with administrative positions, and no studies focused on “the beginning teachers in the elementary school” as the objects of studies. In recent years, the situation which senior teachers didn’t want to act as teachers with administrative positions and beginning teachers take over administrative positions has become increasingly common. Therefore, the researcher wants to explore the issue, put forward effective coping strategies to reduce the job stress of beginning teachers and senior teachers with administrative positions, and improve their willing to take over the administrative positions.
The study adopted in-depth interview methodology, and took sixteen senior teachers with administrative positions and sixteen beginning teachers as subjects. The research divides the job stress of teachers with administrative positions into seven dimensions: workload, interpersonal relationships, internal conflict, time management, professional knowledge, the stress from the superiors, and teaching effectiveness, and divides the coping strategies of teachers with administrative positions into five dimensions: support seeking, emotional adjustment, problem solving, reasonable thinking, and procrastination and evading. The major findings were listed below:
1. The differences of the job stress: The overall job stress of beginning teachers with administrative positions in elementary school in Tainan city was moderate to high level. Among the seven dimensions, the workload is the highest, followed by time management, professional knowledge, internal conflict, the stress from the superiors, teaching effectiveness and interpersonal relationships. The overall job stress of senior teachers with administrative positions was moderate to low level. Among the seven dimensions, the workload is the highest, followed by time management, interpersonal relationships, internal conflict, teaching effectiveness, professional knowledge, and the stress from the superiors.
2. The differences of the coping strategies: The coping strategies used most frequently by beginning teachers with administrative positions in elementary school in Tainan city are support seeking, followed by reasonable thinking, emotional adjustment, problem solving, and then procrastination and evading. The coping strategies used most frequently by senior teachers with administrative positions are support seeking, followed by problem solving, reasonable thinking, emotional adjustment, and then procrastination and evading.
At the end, based on research results, the research list relevant suggestions for educational authorities, school administrative units, teachers with administrative positions and future researchers to make a reference.
致謝…………………………………………………………………………………………i
中文摘要……………………………………………………………………………………ii
英文摘要……………………………………………………………………………………iii
目次…………………………………………………………………………………………v
表次…………………………………………………………………………………………vii
圖次…………………………………………………………………………………………viii
第一章 緒論
第一節 研究動機……………………………………………………………………1
第二節 研究目的……………………………………………………………………4
第三節 待答問題……………………………………………………………………5
第四節 名詞釋義……………………………………………………………………6
第五節 研究範圍與限制……………………………………………………………8

第二章 文獻探討
第一節 教師生涯發展之意涵與理論………………………………………………11
第二節 教師工作壓力之意涵與理論………………………………………………26
第三節 教師工作壓力因應策略之意涵與理論……………………………………35
第四節 教師工作壓力與因應策略之類型…………………………………………39

第三章 研究設計與實施
第一節 研究架構與研究流程………………………………………………………51
第二節 研究對象……………………………………………………………………54
第三節 抽樣方法與受訪者基本資料………………………………………………55
第四節 研究工具……………………………………………………………………59
第五節 資料處理與分析……………………………………………………………62
第六節 研究的信度與效度…………………………………………………………64
第七節 研究倫理……………………………………………………………………66
第四章 研究分析與討論
第一節 初任教師與資深教師在兼任行政職務上對工作壓力的知覺狀況與差異情
形……………………………………………………………………………69
第二節 初任教師與資深教師在兼任行政職務上面對工作壓力時所採取的因應策
略與差異情形………………………………………………………………133
第三節 初任教師與資深教師兼任行政職務者對減輕工作壓力的具體建議……160
第四節 其他研究發現………………………………………………………………171
第五章 結論與建議
第一節 研究結論……………………………………………………………………173
第二節 建議…………………………………………………………………………183
參考文獻
一、中文部分…………………………………………………………………………190
二、英文部分…………………………………………………………………………192
附錄
訪談同意書……………………………………………………………………………197
訪談大綱………………………………………………………………………………198
一、中文部分
王素英(2015)。國民小學教師兼任行政職務的工作壓力與因應策略之研究-以高雄市雲端國小為例。屏東大學教育學系碩士班碩士論文。
白家儀、賴志峰(2014)。教師工作壓力與教學效能關係之研究。教育行政雙月刊,93,185-209。
任廷芬(2011)。臺中市國民小學教師兼任行政職務工作壓抑與因應策略之研究。中臺科技大學文教事業經營研究所碩士論文。
汪美伶、陳玉蓮(2014)。工作壓力對身心健康之影響—社會支持之調節作用。東吳經濟商學學報,86,61-92。
吳清山(1996a)。學校行政。臺北市:心理。
吳清山(1996b)。教師生涯發展之探討。國立教育資料館—教育學術講座專輯,7,117-153。
吳清山、林天佑(2005)。工作壓力。教育資料與研究雙月刊,65,135。
吳清山、林天佑(2009)。蝴蝶效應。教育資料與研究,177,122。
吳宗立(1996)。國中學校行政人員工作壓力與因應策略之研究。國教學報,頁8。
吳宗立(2009)。學校危機管理。臺北市:麗文。
吳明宗(2013)。臺中市國小教師兼任行政職務工作壓力與因應策略之研究。東海大學公共事務碩士專班碩士論文。
吳秉恩(1993)。組織行為學。臺北市:華泰。
林惠彥、陸洛、陸昌勤(2014)。人際壓力與工作滿足及身心健康之關聯:以華人因應策略為調節變項。商略學報,6(1),57-72。
柯澍馨、簡聿悊(2011)。國中教師工作壓力、家庭壓力與生活品質之研究。學校行政雙月刊,75,64-82。
翁敏芳、賴志峰(2014)。臺中市國民小學兼行政教師工作壓力與組織承諾相關之研究。學校行政雙月刊,93,210-232。
高鳳霞、鄭伯勳(2014)。職場工作壓力:回顧與展望。人力資源管理學報,14(1),77-101。
郭生玉(1994)。影響教師工作心厭因素之分析研究。教育心理學報,27,63-79。
郭生玉(1995)。教師的工作壓力對工作心厭的影響。測驗與輔導,130,2664-2666。
陸洛(1997)。工作壓力之歷程:理論與研究的對話。中華心理衛生學刊,10(4),19-51。
張春興(1996)。現代心理學。臺北市:東華。
張春興(2009)。現代心理學(重修版)。臺北市:東華。
張德銳(2003)。中小學初任教師的教學困境與專業發展策略。教育資料集刊,28(6),129-144。
張維玲(2007)。宜蘭縣公立國小附設幼稚園教師兼行政工作之調查研究。國立台東大學幼兒教育學系碩士班碩士論文。
國立臺灣師範大學地方教育輔導組(2011)。國立臺灣師範大學辦理初任教師輔導追蹤調查之結果分析與建議。
張婷婷、陸洛、林惠彥、高旭繁、陳瑩珊(2015)。職家衝突因應策略與適應後果之關聯。組織與管理,8(1),77-111。
莊惠鈴(2011)。新北市國民中學兼任行政職務教師工作壓力與因應策略之研究。國立臺灣師範大學工業教育學系在職進修碩士班碩士論文。
陳明宏(2015)。臺北市國民中學兼任行政職務教師工作壓力與因應策略之研究。國立臺灣師範大學教育學系碩士論文。
陳俊銘(2013)。雲林縣國民小學教師兼任行政職務者工作壓力與因應策略之研究。國立虎尾科技大學經營管理研究所在職專班碩士論文。
許毓芸(2014)。菜鳥當行政?資深是教師?。台灣教育評論月刊,3(4),37-38。
曾文宏、黃恆祥(2015)。基隆市國小教師工作壓力與休閒運動行為之研究。運動休閒健康學報,6,38-57。
游登科(2013)。新北市國民小學教師兼任行政職務工作壓力與因應策略之研究。中華大學科技管理學系碩士班碩士論文。
彭英錡(2014)。國中教師希望感與工作壓力之關係研究—以桃園縣為例。中原大學教育研究所碩士論文。
歐陽麗玉(2012)。屏東縣國中教師工作壓力與工作倦怠關係之研究。國立屏東科技大學技術及職業教育研究所碩士論文。
蔡志成(2005)。國民小學總務主任工作壓力與因應策略之研究。臺北市立教育大學教育行政與評鑑研究所碩士論文。
蔡璧煌(1989)。國民中學教師壓力之研究。師大學報,14,75-114。
藍采風(1982)。生活的壓力與適應。臺北市:幼獅。
藍采風(2000)。壓力與適應。臺北市:幼獅。
謝文全(1993)。學校行政。臺北市:五南。
顏凰妃(2009)。兼任行政之國中初任教師工作壓力與因應策略探討。國立台東大學教育研究所碩士論文。
二、西文部分
Al-Mohannadi, A., & Capel, S. (2007). Stress in physical education teachers in Qatar. Social Psychology of Education, 10(1), 55-75.
Auerbach, S. M., & Graming, S. E. (1998). Stress management psychological foundations. Englewood Cliffs, NJ: Prentice Hall.
Austin, V. (2005). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12(2), 63-80.
Burden, P. R. (1981). Developmental supervision: Reducing teacher stress at different career stages. Phoenix: Paper presented at the annual meeting of the Association of Teacher Educators.
Collins, M. E., & Mowbray, C. T. (1999). Measuring coping strategies in an educational intervention for individual with psychiatric disabilities. Health & Social Work, 24, 279-290.
Cooper, C. (1977). Managing workplace stress. CA: Sage.
Cooper, C. L., & Travers, C. J. (1996). Teachers under pressure: Stress in the teaching profession. New York: Bantam Books.
Darling-Hammond, L., Newton, S. P., & Wei, R. C. (2013). Developing and assessing beginning teacher effectiveness: The potential of performance assessments. Educational Assessment, Evaluation and Accountability, 25(3), 179-204.
DeMonlin, D. F., & Guyton, J. W. (1988). A measure of common variable associated with career stages as perceived by principals and teachers: Validation of a model for career development. Louisville, KY: The Annual Meeting of the Mid-South Education Research Association.
Dunham, J. (1976). Stress situations and responses. In National Association of School Master (Ed.) Stress in school, National Association of School Master, 212-213.
Farber, K. (2015). Why great teachers quit and how we might stop the exodus. New York: Skyhorse Publishing.
Fessler, R. (1985). A model for teacher professional growth and development. In P. J. Burke. & R. G. Heideman. (Eds.), Career-long teacher education. Illinois: Charles C. Thomas.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. The Research and Development Center for Teacher Education. The University of Texas at Austin.
Gmelch, W. H. (1988). Research perspectives on administrative stress: Cause, reactions responses and consequences. The Journal of Education Administration, 26(2), 222-231.
Greenberg, J. S. (1996). Comprehensive stress management. Dubuque, IA: Brown & Benchmark Publishers.
Huberman, M. (1989). The professional life cycle of teachers. Teacher College Record, 91(1), 31-57.
Iqbal, S., Ehsan, S., Rizwan, M., & Noreen, M. (2014). The impact of organizational commitment, job satisfaction, job stress and leadship support on turnover intention in educational institutes. Journal of Human Resource Stidies, 4(2), 181-195.
Jamal, M. (1990). Relationship of job stress and type-A behavior to employees, job satisfaction, organizational commitment, psychosomatic health problems and turnover motivation. Journal of Human Relations, 43, 727-738.
Katz, J. (2015). Implementing the three block model of universal design for learning: Effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), 1-20.
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129.
Ko, Y. C, Chan, K. B., & Lai, G. (2007). Stress and coping of teachers: A quantitative and qualitative analysis. In K. B. Chan (Ed.). Work Stress and Coping among Professionals (pp.101-123). Leiden Boston: Brill.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.
Kyriacou, C. (2001). Teacher stress: Directions for future. Educational Review, 53(1), 27-35.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, Sources, and symptoms. British Journal of Educational Psychology, 48(2), 159-167.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer Publishing.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160-170.
Matheny, K. B., & Mccarthy, C. J. (2000). Write your own prescription for stress. New Harbinger Publications.
McCormick, J. (1997). Occupational stress of teachers: Biographical differences in large school system. Journal of Educational and Administration, 35(1), 18-38.
McDonald, J. H. (1985). Career ladder and career altermatives teachers. In P. J. Burke. &. R. G. Hoideman (Eds.), Career-long teacher education. Illionis: Charles C. Thomas.
Mearns, J., & Cain, J. E. (2003). Relationships between teachers' occupational stress and their burnout and distress: Roles of coping and negative mood regulation expectancies. Anxiety, Stress & Coping, 16(1), 71-82.
Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficany. International Journal of Educational Research, 67, 1-10.
Monteriro, T. (1990). Stress and the administrator: A look at theory and reality. NASSP Bulletin, 74(25), 80-85.
Moracco, J. C., & McFadden, H. (1982). The counselor’s role in reducing teacher stress. Journal of Counseling & Development, 60(9), 549-552.
Newman, K. K., Burden, P. R., & Applegate, J. H. (1980). Helping teachers examine their long‐range development. The Teacher Educator, 15(4), 7-14.
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 37-53.
Peterson, A. (1979). Teacher’s changing perceptions of self and others throughout the teacher career: Some perspective from on interview study of fifty retired secondary school teachers. San Francisco: Jossey-Bass.
Ravi, A., & Kathirvel, R. (2016). A study on stress management of school teachers with special reference to erode district. Indian Journal of Applied Research, 6(4), 165-168.
Salo, K. (1995). Teacher-stress processes: How can they be explained? Scandinavian Journal of Educational Research, 39(3), 205-222.
Selye, H. (1956). The stress of life. New York: McGraw Hill.
Selye, H. (1983). The stress concept: Past, present, and future. In C. L. Cooper (Ed.), Stress research. New York, NY: John Wiley & Sons.
Simmons, B. J. (2002). Navigating the first year of teaching. Kappa Delta Pi Record, 38(4), 160-164.
Singh, B. P. (2014). A study of adjustment of teachers working in secondary schools in Haryana in relation to sex, place of working, marital status and academic results. Scholarly Research Journals, 9(5), 643-649.
Spivey, J. R. (1976). A conceptual model of teacher development. Kappa Delta Pi Record, 13(2), 40-42.
Tellenback, S., Brenner, S. D., & Löfgren, H. (1983). Teachers stress: Exploratory model building. Journal of Occuptional Psychology, 56, 19-33.
Wang, P., Lin, P., Cao, H., Jiao, T., Xu, Y., Gao, F., & Mashumba, P. (2009). The sources of work stress for Chinese high school teachers. Social Behavior and Personality, 37(4), 459-466.
Weinstein, C. S. (1988). Preserevice teachers’ expectations about the first year of teaching. Teaching and Teachers Education, 4(1), 31-40.
Weiten, E. (1986). Psychology applied to modern life. Calif: Brooks/Cole.
Westman, M., & Etzion, D. (1999). The crossover of strain from school principals to teachers and vice versa. Journal of Occupational Health Psychology, 4, 269-278.
Yaghoubi, N. M., Pourghaz, A, & Toomaj, H. G. (2014). Study of perceived organizational support’s relationship with job burnout. International Jounral of Academic Research in Business and Social Sciences, 4(6), 315-324.
Yorimitsu, A., Houghton, S., & Taylor, M. (2014). Operating at the margins while seeking a space in the heart: The daily teaching reality of Japanese high school teachers experiencing workplace stress/anxiety. Asia Pacific Education Review, 15, 443-457.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關點閱論文
 
系統版面圖檔 系統版面圖檔