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題名:高級中等學校學務主任工作壓力、角色知覺、工作投入與職業倦怠之相關研究
作者:邱慶華
作者(外文):CHIU,CHING-HUA
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所
指導教授:陳斐娟
學位類別:博士
出版日期:2023
主題關鍵詞:高級中等學校學務主任工作壓力角色知覺工作投入職業倦怠directors of students’ affairs in secondary schoolswork stressrole perceptionwork engagementjob burnout
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摘 要
本研究旨在探討高級中等學校學務主任工作壓力、角色知覺、工作投入及職業倦怠之現況及其關係,根據文獻探討結果擬定研究架構,完成「高級中等學校學務主任工作壓力、角色知覺、工作投入及職業倦怠相關研究」之問卷編製,利用問卷調查法蒐集所需資料,共得363份以111學年度現仍在職的學務主任為研究對象的有效樣本。並採用「個人基本資料」、「工作壓力」、「角色知覺」、「工作投入」與「職業倦怠」等量表作為施測工具,以相關的統計方法進行分析,進而歸納研究結果與發現,以暸解高級中等學校學務主任工作壓力、角色知覺、工作投入及職業倦怠之現況與影響因素。採描述統計、t考驗、單因子變異數分析、皮爾森積差相關分析及結構方程模式等統計方法進行分析。根據研究發現,歸納結論如下:一、高級中等學校學務主任的角色知覺與工作投入的感受程度高,且工作壓力與職業倦怠的狀況並不嚴重。二、不同背景變項對工作壓力、角色知覺、工作投入及職業倦怠均具有顯著的差異。三、高級中等學校學務主任工作壓力、角色知覺、工作投入及職業倦怠間具有顯著的相關性。四、高級中等學校學務主任續任意願與工作壓力、角色知覺、工作投入、職業倦怠之間均具有關聯性。五、高級中等學校學務主任的工作壓力可顯著地預測職業倦怠;角色知覺對工作壓力影響職業倦怠具有顯著的中介效果,而工作投入對於工作壓力影響職業倦怠的中介效果並不明顯。最後,根據研究結論提出各項建議,作為有相關教育主管當局、學校行政、高級中等學校學務主任及未來相關研究之參考。
關鍵詞: 高級中等學校學務主任、工作壓力、角色知覺、工作投入、職業倦怠
Abstract
The purpose of this study was to explore the current situation of work stress, role perception, work engagement, and job burnout among the directors of students’ affairs in secondary schools and their relationships with each other. Method of Questionnaire Survey Research was adopted in this study, instruments including a set of scales on “Demographics”, " Work Stress", " Role Perception", " Work Engagement", and " Job Burnout" to gather available information to analyze the results and findings of the study. A total of 363 valid samples were collected from the in-service directors of students’ affairs in the 111th school year to understand the current situation and factors influencing work stress, role perceptions, work engagement, and job burnout of them. These data were statistically analyzed by Descriptive Statistics, t-test, One-way ANOVA, Pearson’s Product-moment Correlation, and Structural Equation Models, SEM. The conclusions of this study were summarized as follows: First, the role perceptions and work engagement of directors of students’ affairs in secondary schools were high, and the work stress and job burnout were not serious. Second, there were significant differences in job stress, role perception, job engagement, and burnout among different demographic variables. Third, there were significant correlations between work stress, role perception, work engagement, and job burnout among directors of students’ affairs in secondary schools. Fourth, there were correlations among turnover intention and work stress, role perception, work engagement, and job burnout. Fifth, work stress might be viewed as a significant predictor of burnout on the directors of students’ affairs in secondary schools, while role perception could also significantly mediate the effect of work stress on job burnout, whereas job engagement did not have a significant mediating effect of job stress on burnout. Finally, based on the above findings, the suggestions were made to provide for reference of the relevant educational authorities, school administrators, directors of student affairs in secondary schools, and future studies.
Keywords: directors of students’ affairs in secondary schools, work stress, role perception, work engagement, job burnout
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