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題名:高職教師壓力感受、角色壓力及工作倦怠關係之研究-自我效能與情緒勞務的調節效果
作者:陳宣煉
作者(外文):Chen Hsuan-Lien
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:廖錦文
學位類別:博士
出版日期:2015
主題關鍵詞:高職教師壓力感受角色壓力自我效能情緒勞務工作倦怠vocational school teachersperceived stressrole stressself-efficacyemotional laborjob burnout
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本研究旨在探討高職教師壓力感受、角色壓力、自我效能、情緒勞務及工作倦怠之關係,為達上述之目的,本研究以問卷調查法及隨機抽樣方式進行全台灣高職教師施測,問卷總發放數為925份,有效問卷824份,有效回收率89.1%。問卷編碼後,隨即進行探索性因素分析、驗證性因素分析、描述性統計分析、獨立樣本t考驗、單因子變異數分析、相關分析及階層迴歸分析等相關統計程序之檢定,最後獲得本研究之結果。
根據研究目的,本研究綜合歸納結論如下:
一、高職教師壓力感受知覺呈現普通程度,年資15年以上高職教師之壓力感受知覺程度顯著高於年資未滿5年的高職教師。
二、高職教師角色壓力知覺呈現略為同意程度,正式高職教師之角色壓力知覺程度顯著高於代理高職教師。
三、高職教師自我效能知覺呈現同意程度,年資20年以上高職教師之自我效能知覺程度顯著高於其他年資的高職教師。
四、高職教師情緒勞務知覺呈現略為同意程度,男性高職教師之情緒勞務知覺程度顯著高於女性高職教師。
五、高職教師工作倦怠知覺呈現普通程度,私立高職教師之工作倦怠知覺程度顯著高於公立高職教師。
六、高職教師壓力感受越高,其角色壓力越高。
七、高職教師角色壓力越高,其工作倦怠越高
八、高職教師自我效能對角色壓力與工作倦怠之關係不具調節效果。
九、高職教師情緒勞務對角色壓力與工作倦怠之關係具調節效果。
依據上述結論,本研究提出相關建議,並提供教師、學校領導者、教育行政單位及後續研究者之參考。
This study was on the relationship between perceived stress, role stress, self-efficacy, emotional labor and job burnout for vocational high school teachers. To achieve the above purposes, we used questionnaire survey and random sampling method to test all the vocational high school teachers in Taiwan. Total 925 questionnaires were given, and there were 824 valid quesitonnaires, the effective rate was 89.1%. After coding the questionnaires, we immediately used exploratory factor analysis, confirmatory factor analysis, descriptive statistic, t-test, one-way ANOVA, canonical analysis and hierarchical regression analysis for the statistical analysis in order to find the results.
According to the results, we summarized the conclusions of this research as follows.
1.Vocational high school teachers which seniorities were over 15 years’acceptance of the perceived stress were siginificantly higher than vocational high school teachers which seniorities were lower than 5 years.
2.Formal vocational high school teachers’ acceptance of the role stress was siginificantly higher than proxy vocational high school teachers’acceptance of the role stress.
3.Vocational high school teachers which seniorities were over 20 years’ acceptance of the self-efficacy were siginificantly higher than vocational high school teachers which seniorities were other years.
4.Male vocational high school teachers’ acceptance of the emotional labor was siginificantly higher than female vocational high school teachers’ acceptance of the emotional labor.
5.Private vocational high school teachers’ acceptance of the job burnout was siginificantly higher than public vocational high school teachers’.
6.The higher the vocational high scool teachers’ perceived stress got, the higher their role stress got.
7.The higher the vocational high scool teachers’ role stress got, the higher their job burnout got.
8.Vocational high school teachers’ emotional labor had moderating effect between role stress and labor burnout.
According to the above, the study concludes some suggestions for references in teachers, school leaders, educational authorities and the subsequent researchers
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