| 摘要: | 本研究旨在探討少子化時代南投縣國民小學教師工作壓力及因應策略的現況，並比較不同背景變項的國小教師在工作壓力及因應策略的差異情形。同時也探討工作壓力與因應策略的相關情形。 本研究採用問卷調查法，採分層隨機抽樣，以南投縣之國民小學教師700人為研究對象。研究工具是研究者自編的「少子化時代國民小學教師工作壓力與因應策略量表」，所得資料運用統計套裝軟體（SPSS）進行算術平均數、標準差、t 考驗、單因子變異數分析、 Pearson 積差相關及典型相關等統計方法進行分析。 根據資料分析結果，本研究獲得下列結論： 一、國小教師整體工作壓力感受屬於中等略低程度，在「教學與輔導」層面的壓力最大。 二、國小教師對採用因應策略以「解決問題」頻率最高。 三、國小教師在不同性別、婚姻、教學年資、教育背景的背景變項下，對於工作壓力感受，均未達顯著差異。而不同年齡、現職學校年資、學校規模、任教地區則達顯著差異。 四、國小教師在不同年齡、婚姻、現職學校年資、教育背景、學校規模的背景變項下，對於壓力因應策略未達顯著差異，而不同性別、教學年資、任教地區則達顯著差異。 五、整體工作壓力與「延宕逃避」因應策略層面達顯著負相關。 六、工作壓力與因應策略有二個典型因素存在。 最後，根據研究結果對教育行政相關單位及國小教師提出具體建議，以有效運用因應策略，降低工作壓力。
The purpose of the study was to explore the job stress and coping strategies among the elementary school teachers in the times of low birth rate. The researcher compared the background variables of the elementary school teachers with how they coped with their job stress. There was correlation between the job stress and coping strategies. The study used the questionnaire based on the stratified random sampling. The 700 subjects were randomly selected from elementary school teachers in Nantou County. The study tool designed by the researcher to measure the job stress and coping strategies among the elementary school teachers in the times of low birth rate. The data was analyzed by SPSS statistic software and adopted the mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and Canonical correlation. The results were concluded as follows: 1. The elementary school teachers’ job stress was below the average. The teaching and counseling was the highest among the teachers’ job stress. 2. The elementary school teachers often used coping strategies such as problem solving when they faced the job stress. 3. The elementary school teachers did not have apparent differences in their job stress between different sex, marital status, working period and education backgrounds. However, the teachers’ job stress was varied from age, the employment period of the present school, the school size, and the teaching area. 4. The elementary school teachers did not have apparent differences in their coping strategies between from age, marital status, the employment period of the present school, the education backgrounds, and the school size. However, the teachers’ coping strategies was varied different sex, working period, and the teaching area. 5. The integrate job stress have significant negative correlations with delay and avoidance. 6. There are two canonical factors between the dimensions of job stress and coping strategies. Based upon the above results, suggestions are offered for the educational administration, elementary school teachers, and future research to reduce job stress and make use of coping strategies effectively. |
