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| 題名: | 國民中學教師情緒管理、工作壓力、師生衝突與因應策略之研究 |
| 作者: | 李翠英 |
| 貢獻者: | 郭秋勳
李翠英 |
| 關鍵詞: | 情緒管理;工作壓力;師生衝突;因應策略
emotional management;work stress;conflicts between teachers and students;coping strategies |
| 日期: | 2008
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究旨在探討我國國民中學教師情緒管理、工作壓力、師生衝突與因應策略之現況與其間的關係，並根據研究結果提出建議。
本研究採問卷調查法進行研究。以自編之「國民中學教師工作調查問卷」為研究工具，選取中部地區「苗栗縣」、「台中縣」、「台中市」、「南投縣」、「彰化縣」與「雲林縣」等六縣市之現職公立國民中學教師664 人為研究樣本寄發問卷，回收問卷575份，回收率為86.6％，有效問卷560份，有效問卷回收率為84.3％。正式問卷之統計方法係採用t 檢定、單因子變異數分析、典型相關與逐步多元迴歸等方法進行資料處理與分析。
本研究之結論如下：
一、中部國民中學教師具有中高度情緒管理能力，情緒管理能力因「年齡」、「擔任職務」、「班級規模」不同而有顯著差異。
二、國民中學教師感受到中等程度之工作壓力，工作壓力因「擔任職務」、「班級規模」、「任教科目」不同而有顯著差異。
三、國民中學教師感受到中等程度以下之師生衝突。師生衝突不因背景變項而有顯著差異。
四、國民中學教師面對師生衝突最常採用之因應策略為「溝通協調」，最不常使用「置之不理」之策略。
五、情緒管理與工作壓力之關係為負相關：教師情緒管理能力越高，對工作壓力之感受程度越輕。
六、情緒管理與師生衝突之關係為負相關：教師情緒管理能力越高，越能降低師生衝突。
七、工作壓力與師生衝突之關係為正相關：工作壓力愈小的教師，愈可能減少師生衝突。
八、僅工作壓力對師生衝突具有聯合預測力，以「學生表現」「人際關係」與「學校行政」之正向預測力最佳。至於情緒管理之變項則不具預測力。
根據研究結論，本研究針對國民中學教師、學校行政人員、教育行政機關以及未來研究者，提出幾點建議，以供參考。
關鍵字：情緒管理、工作壓力、師生衝突、因應策略
The purpose of this study was to explore the relationships among emotional management, work stress of teachers, the conflicts between teachers and students and coping strategies in junior high schools in Taiwan. The research method was questionnaire survey. The questionnaires, developed by the author, were administered to 664 teacher representatives who were randomly selected from 50 junior high schools in the middle part of Taiwan including Miaoli County, Taichung County, Taichung City, Nantou County, Changhua County and Yunlin County. The statistic procedures included t-test, one-way ANOVA, Canonical correlation and stepwise multiple regression analysis.
The major findings from the analysis are summarized as follows:
1. Teachers in junior high school possess greatly competency of teachers’ emotional management. That significant differences are found in teachers’ emotional management due to the differences of age, duty, and scale of class.
2. Junior high school teachers’ perception of the work stress is intermediate degree. That significant differences are found in teachers’ work stress due to the differences of duty, scale of class and subject.
3. Junior high school teachers’ perception of the conflicts between teachers and students is under intermediate degree. No significant differences are found in the junior high school teachers’ perception of the conflicts between teachers and students in terms of personal background.
4. The most possible strategy for junior high school teachers to solve the conflicts between teachers and students is communication . The least possible strategy is ignoring the pupils.
5. There are significant negative correlations between the junior high school teachers’ emotional management and work stress. The teachers who have higher emotional management ability felt less teacher’s work stress.
6. There are significant negative correlations between the junior high school teachers’ emotional management and the conflicts between teachers and students. The teachers who have higher emotional management ability will decrease the conflicts between teachers and students.
7. There are significant positive correlations between the junior high school teachers’ work stress and the conflicts between teachers and students. The teachers who have less work stress will decrease the conflicts between teachers and students.
8. Just work stress variables can effectively predict the conflicts between teachers and students. The variables of “Student behavior”, “interpersonal relationship” , and “school administration” have the effective positive predictability for the conflicts between teachers and students. The variables of emotional management haven’t effective predictability.
According to the conclusions, some suggestions are made to teachers, schools, education authorities, and future researchers.
Keywords：emotional management, work stress, conflicts between teachers and students, coping strategies |
| 顯示於類別: | [教育研究所] 博碩士論文
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