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Please use this identifier to cite or link to this item: http://ir.lib.stu.edu.tw:80/ir/handle/310903100/768

Title: 學前教育階段公立學校特殊教育教師工作壓力與因應策略之研究
A Study on Work Stress and Coping Strategies of Public Pre-School Special Education Teachers
Authors: 許籃憶
Lan-Yih Sheu
Contributors: 周俊良
Chun-Liang Chou
幼兒保育學系
Keywords: 學前教育階段;公立學校特殊教育教師;工作壓力;因應策略
pre-school;public school special education teacher;work stress;coping strategies
Date: 2005
Issue Date: 2011-05-23 16:35:17 (UTC+8)
Publisher: 高雄市:[樹德科技大學幼兒保育學系]
Abstract: 本研究旨在瞭解學前教育階段公立學校特殊教育教師工作壓力現況及面對工作壓力時的因應策略,並比較不同背景變項對學前教育階段公立學校特殊教育教師之工作壓力及因應策略的差異;其次,探討採取不同因應策略的學前教育階段公立學校特殊教育教師,其工作壓力之影響情形。
研究採用問卷調查法,以全國學前教育階段公立學校特殊教育教師為研究對象,發出200份問卷,其中有效問卷為176份。本研究工具為「學前教育階段公立學校特殊教育教師工作狀況調查問卷」,所得資料利用描述統計、多變量變異數分析、多元迴歸分析等方法進行統計分析。
本研究之主要發現有:
一、學前教育階段公立學校特殊教育教師對工作壓力的感受以「管教學
生」的壓力最大,整體工作壓力感受偏向有些壓力。
二、學前教育階段公立學校特殊教育教師面對工作壓力時,能有效運用
因應策略以紓解壓力,其中最常採用的因應策略為「解決問題」。
三、學前教育階段公立學校特殊教育教師的工作壓力因不同背景變項
(年齡、普通班年資、教育程度、班級類型)而有顯著差異。
四、學前教育階段公立學校特殊教育教師面對工作壓力所採取的因應策
略因不同背景變項(婚姻狀況、年齡、普通班年資、是否兼任行政
工作、教育程度、專業背景)而有顯著差異。
五、學前教育階段公立學校特殊教育教師採取「延宕處理」的因應策略
與工作壓力呈顯著正相關。
最後,根據研究結論提出具體建議,俾供教育主管行政單位、學校、學前教育階段公立學校特殊教育教師及後續研究者之參考。
This research aims at understanding the work stress and coping strategies of public pre-school special education teachers. It will compare the differences of the work stress and coping strategies and will examine various measures and influence condition of the work stress.
This research utilizes questionnaires aiming at pre-school special education teachers of public school nationwide. It has issued 200 questionnaires with 176 questionnaires valid.
The tools used in this research are the“ actual work situation questionnaires of pre-school special education teachers of public school”. The data acquired will be analyzed via descriptive-statistics, multivariate analysis of variance (MANOVA), and multiple regression analysis.
The main findings of this research are as follows:
1. The main stress felt by the public pre-school special
education teachers is “student discipline” which
resulted in some overall work stress.
2. The most commonly used and effective coping strategies by
the pre-school special education teachers of public school
when confronts with work stress is “problem solving”.
3. The work stress will vary based on the different background
(such as age, regular class seniority, education level,
class type).
4. The coping strategies measures taken by the public pre-
school special education teachers when confronted with
work stress will differ based on their different
background (such as marital state, age, regular class
seniority, whether it serves administration position
concurrently, education level, and professional
background).
5. There are direct relations between coping strategies and
work stress as the public pre-school special education
teachers adopts the “delay handling” measure.
Lastly, the conclusion of this research can be used as a reference for all education administration director, school, and public pre-school special education teachers.
Appears in Collections:[兒童與家庭服務系(所)] 博碩士論文

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