本研究旨在瞭解普通班教師面對身心障礙學生之工作壓力與因應策略的現況，並比較不同背景變項的普通班教師其工作壓力的差異情形，與瞭解工作壓力與因應策略的相關情形。本研究以問卷調查為主，訪談法為輔。問卷調查法採用的研究工具為「普通班教師面對身心障礙學生之工作壓力與因應策略問卷」，合計有效問卷為308份。此外自臺北縣、市各選取2名教師，分別進行半結構性的訪談。根據本研究結果，可以歸納為以下結論： 1. 普通班教師面對身心障礙學生的教學感受到中度壓力。面臨工作壓力時，採用因應策略的頻率偏向高度頻率。 2. 普通班教師面對身心障礙學生的工作壓力感受程度，會因部分個人背景變項的不同，而有顯著差異存在。 3. 普通班教師面對身心障礙學生之整體工作壓力與整體因應策略，具有顯著的負相關。

　　　　　The purpose of this study is to explore regular class teachers' job stresses and coping strategies for the students with disabilities. In addition, the study tries to identify the differences of stress experienced by those teachers with different background variables, and the correlation between the level of job stress and coping strategy. The study consists largely of questionnaires and supportive interviews. Teachers were required to complete a written questionnaire. In total, effective questionnaires were 308. Moreover, among those who were willing to undergo a half-construction interview, 4 teachers were selected from Taipei City and Taipei County. According to the findings, we came to the following conclusions: 1. Regular class teachers perceived moderate stress for coping with children with a disability and tended to adopt the strategies more frequently while teaching children with a disability. 2. For coping with children with a disability, the stress level of regular class teachers vary considerably depending on his/her personal background. 3. For coping with children with a disability, the overall stress of regular class teachers was significantly and negatively correlated to reaction strategies.