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研究生:陳氏理
研究生(外文):TRAN THI LY
論文名稱:教師的工作壓力會影響教師教學創新嗎?
論文名稱(外文):Will teachers' Job Pressure Affect teachers' Teaching Innovation?
指導教授:張朝清張朝清引用關係
指導教授(外文):CHANG, CHAO-CHING
口試委員:張義杰酈芃羽
口試委員(外文):CHANG, YI-CHIEHLI, PENG-YU
口試日期:2023-05-31
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:東南亞區域管理碩士學位學程
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:中文
論文頁數:89
中文關鍵詞:教師教學創新工作壓力教師工作壓力
外文關鍵詞:teaching innovationjob stressteacher job stress
相關次數:
  • 被引用被引用:1
  • 點閱點閱:76
  • 評分評分:
  • 下載下載:30
  • 收藏至我的研究室書目清單書目收藏:0
長期以來,教師的職業壓力一直備受關注。然而,這種壓力會如何影響教師的教學創新呢?為了探究這個問題,本研究以經濟合作暨發展組織(Organization for Economic Co-operation and Development, 簡稱OECD) 於 2018 年教學與學習國際調查(Teaching and Learning International Survey ,簡稱TALIS)的越南201名國小,共 3,934 名國小教師的問卷。分析獲得以下結論:教師的壓力源與教師教學創新呈現顯著關係。本研究之重要貢獻在於揭示了一項新的發現,教師願意創新以教師教學職責較重要。然而,教師工作負荷作為一種成長型的壓力來源,會減緩教師對於教學創新的意願。針對結論深入討論,提出具體建議。
本研究發現,教師的工作負荷與教學創新之間存在負向關係。具體來說,過多的備課、教課、批改、行政工作以及因其他教師缺席而有額外負擔等工作負荷會對教學創新產生不利影響。然而,教師在履行教學職責時所面臨的壓力和負荷,並不會對其教學創新產生負面影響。相反地,這些職責挑戰教師尋找新的教學方法和解決問題的方式,並開放地改變自己的教學方式。此外,教師之間的相互支持和合作對於推動教學創新和實踐新想法具有積極的影響。因此,學校和教育機構應該減輕教師的工作負荷,提供更多支持和資源,以促進教學創新的發展。同時,鼓勵教師積極參與教學創新,提供必要的支持,並激勵他們與同事之間進行更多的交流和合作,以實現更好的教學效果。
Over the years, the occupational stress faced by teachers has been a subject of considerable attention. However, how does this pressure affect teachers' instructional innovation? To explore this question, this study utilized data from the Teaching and Learning International Survey (TALIS) conducted by the Organization for Economic Co-operation and Development (OECD) in 2018. The survey included 201 primary schools and a total of 3,934 primary school teachers in Vietnam. The analysis yielded the following conclusions: there exists a significant correlation between sources of teacher stress and instructional innovation. A noteworthy contribution of this study is the revelation of a novel finding, indicating that teachers demonstrate a greater inclination towards innovation when they prioritize their instructional responsibilities. However, the burden of teacher workload, as a form of cumulative stress, hampers their willingness to engage in instructional innovation. Detailed discussions on the conclusions are presented, accompanied by specific recommendations.
The study found a negative relationship between teachers' workload and their inclination for teaching innovation. More specifically, excessive workloads related to lesson preparation, teaching, grading, administrative tasks, and additional responsibilities arising from absent colleagues were found to have an adverse impact on teaching innovation. However, it is worth noting that the stress and pressure experienced by teachers while fulfilling their teaching duties do not have a negative effect on their capacity for teaching innovation. On the contrary, these responsibilities present challenges that encourage teachers to seek out new teaching methods, problem-solving approaches, and remain receptive to modifying their teaching strategies. Moreover, the mutual support and collaboration among teachers have a positive influence on fostering teaching innovation and implementing new ideas. Therefore, schools and educational institutions should strive to alleviate teachers' workload by providing additional support and resources to facilitate the development of teaching innovation. Furthermore, it is essential to encourage teachers' active participation in innovative teaching practices, offer necessary support, and provide incentives for increased communication and collaboration with colleagues to achieve improved teaching outcomes.

目錄
第一章 緒論 1
第一節、 研究背景與動機 1
第二節、 研究目的與問題 4
第三節、 研究範圍 6
第四節、 研究流程 7
第二章 文獻探討 9
第一節、 工作壓力之涵義 9
第二節、 教學創新之內涵 16
第三節、 書目文獻資訊計量 23
第四節、 相關研究 31
第三章 研究方法 35
第一節、 研究樣本及來源 35
第二節、 研究工具 43
第三節、 研究對象 44
第四節、 資料處理與變項定義 45
第四章 實證結果 47
第一節、 資料的基本評估 47
第二節、 資料分析 50
第三節、 迴歸分析 55
第五章 結論與建議 57
第一節、 結論 57
第二節、 研究貢獻 64
第三節、 研究限制 66
第四節、 研究後續建議 67
參考文獻 69
附件 75
附件1:教師工作壓力因素分析表,起始特徵值 76
附件2:教師工作壓力各構面及教師教學創新之量表 77
附件3:研究變項的問卷 78
附件4:控制變項 80
參考文獻
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(三)網路資料
National Center for Eduction statistics (2021). TEACHING AND LEARNING INTERNATIONAL SURVEY (TALIS). https://nces.ed.gov/surveys/talis/overview.asp
OECD, O. f. E. C.-o. a. D. (2020, March 23). TALIS 2018 Results (Volume II) : Teachers and School Leaders as Valued Professionals. https://www.oecd-ilibrary.org/sites/19cf08df-en/index.html?itemId=/content/publication/19cf08df-en
OECD, O. f. E. C.-o. a. D. (2014, June 25). TALIS 2013 results: An international perspective on teaching and learning. https://www.oecd.org/education/school/Alberta%20(Canada)%20National%20TALIS%202013%20report.pdf
Schleicher, A., & OECD, O. f. E. C.-o. a. D. (2019, June 19). TALIS 2018 Results (Volume I):Teachers and School Leaders as Lifelong Learners. OECD iLibrary. https://www.oecd-ilibrary.org/sites/1d0bc92a-en/index.html?itemId=/content/publication/1d0bc92a-en
Thesaurus, E. (1996). Instructional innovation. https://eric.ed.gov/?qt=instructional+innovation&ti=Instructional+Innovation
三、越文文獻
Hạc, P. M. (2003). về đổi mới phương pháp dạy-học ở đại học và cao đẳng [創新教學方法]. Tạp chí Giáo dục, tr, 32-33.
Hoàn, N. T. (2016, November 29). Vị thế quan trọng của người thầy trong đổi mới giáo dục hiện nay[The importance of teachers during the educational reform in Vietnam]. Tạp Chí Cộng Sản. https://www.tapchicongsan.org.vn/en/van_hoa_xa_hoi/-/2018/42258/vi-the-quan-trong-cua-nguoi-thay-trong-doi-moi-giao-duc-hien-nay.aspx#
Hương, P. T., Long, N. T., & Vũ, Đ. H. (2021). ÁP LỰC CÔNG VIỆC CỦA GIÁO VIÊN TRUNG HỌC PHỔ THÔNG TẠI THÀNH PHỐ HỒ CHÍ MINH[胡志明區域的教師工作壓力]. Tạp chí Khoa học, 18(8), 1470. https://vjol.info.vn/index.php/sphcm/article/view/67368
Lê, T. H. (2015). Quản lý hoạt động dạy học ở trường tiểu học huyện Đông Anh-thành phố Hà Nội đáp ứng yêu cầu đổi mới giáo dục [小學教學活動管理要滿足教學創新的需求] http://repository.vnu.edu.vn/handle/VNU_123/8724
Lý, T. M. H. (2017). Đổi mới phương pháp dạy học theo hướng tích cực (Giáo trình nội bộ) [積極的方式改革教學方法]. LC. http://thuvien.ajc.edu.vn:8080/dspace/handle/123456789/7021
Nguyễn, Q. (2019, February 26). Giảm áp lực, tạo động lực cho giáo viên[減輕壓力,激勵教師]. https://thainguyen.gov.vn/y-te-giao-duc/-/asset_publisher/L0n17VJXU23O/content/giam-ap-luc-tao-ong-luc-cho-giao-vien/pop_up?_101_INSTANCE_L0n17VJXU23O_viewMode=print&_101_INSTANCE_L0n17VJXU23O_languageId=vi_VN
Nguyễn, T. T. T. H. T., & Phương, M. (2016). ĐỔI MỚI PHƯƠNG PHÁP DẠY HỌC ĐỊNH HƯỚNG TÍCH CỰC HÓA HOẠT ĐỘNG HỌC TẬP[教師教學創新之導向]. https://www.haui.edu.vn/media/25/ufky-yeu-hoi-thao25264.pdf
Phủ, V. p. C. (2021, December 30). Chiến lược phát triển giáo dục nghề nghiệp giai đoạn 2021- 2030, tầm nhìn đến năm 2045[Strategy for the Development of Education in Vietnam 2021- 2030]. CỔNG THÔNG TIN ĐIỆN TỬ CHÍNH PHỦ, 2239/ QĐ- TTg. https://datafiles.chinhphu.vn/cpp/files/vbpq/2022/01/2239.signed.pdf
Trang, P. n. T. T. (2020). Thực trạng áp lực lao động nghề nghiệp của giáo viên tiểu học [小學教師工作壓力之狀況]. TẠP CHÍ KHOA HỌC GIÁO DỤC VIỆT NAM, Số 32 tháng 8/2020. http://vjes.vnies.edu.vn/sites/default/files/bai_so_9_-_so_32_2020_0.pdf

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