臺北市高中職教師工作壓力、憂鬱傾向與生活品質之研究

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题名:	臺北市高中職教師工作壓力、憂鬱傾向與生活品質之研究
作者:	張禎容
贡献者:	生活應用科學研究所碩士在職專班
关键词:	高中職教師工作壓力憂鬱傾向生活品質
日期:	2010
上传时间:	2011-10-11 14:36:15 (UTC+8)
摘要:	由於受到美國2008年金融風暴的影響，全球經濟成長陷於停滯，我國也面臨失業率攀高、所得降低及財富縮水等負面的窘境。再者，由於教育環境的改變，教師工作壓力的升高，使教師的工作成為一項艱鉅的任務。根據相關理論與研究顯示：「工作壓力」、「憂鬱傾向」及「生活品質」可能具有密切的相關性。因此，本研究旨在探討臺北市高中職教師的工作壓力、憂鬱傾向及生活品質的現況及其相關性。本研究採「調查法」，以臺北市高中職教師為研究對象，採取「配額取樣」方式進行抽樣。正式施測樣本為640份，實得有效樣本582份，有效回收率為90.94%。研究工具包括：「個人背景資料調查表」、「教師工作壓力量表」、「臺灣人憂鬱症量表」及「臺灣簡明版生活品質問卷」。資料分析方法包括：描述性統計分析、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元迴歸分析等統計方法進行分析。研究結果如下：一、臺北市高中職教師「工作壓力」、「憂鬱傾向」及「生活品質」之現況 1.受試者之「工作壓力」傾向於中低程度之狀況，以「學校因素」層面的工作壓力感受程度最高。 2.受試者憂鬱傾向總分「8分以下」者，表示其情緒狀態穩定，有近四成七之比率；總分「9~14分」者，表示其情緒起伏不定，有二成七之比率；總分「15~18分」者，表示已達臨界點，有一成二之比率；總分「19~28分」者與總分「29分以上」者，表示有明顯憂鬱情緒，需尋求專業協助，有近一成四之比率。再者，受試者之「憂鬱傾向」傾向於低程度之狀況，以「情緒指標」層面的憂鬱傾向感受程度為最高。 3.受試者之「生活品質」傾向於中高程度之狀況，以「社會關係範疇」層面的生活品質感受程度最高。二、臺北市高中職教師不同「個人背景因素」在「工作壓力」、「憂鬱傾向」及「生活品質」上之差異情形 1.臺北市高中職教師之「工作壓力」會因「學校類別」與「學校規模」之不同而有顯著差異存在。 2.臺北市高中職教師之「憂鬱傾向」會因「學校類別」之不同而有顯著差異存在。 3.臺北市高中職教師之「生活品質」會因「性別」、「年齡」、「婚姻狀況」、「學校類別」及「任教年資」之不同而有顯著差異存在。三、臺北市高中職教師「工作背景因素」、「工作壓力」、「憂鬱傾向」及「生活品質」之相關性 1.受試者之「授課時數」和「整體工作壓力」呈現顯著低程度之正相關，意即受試者之「授課時數」愈多，其「整體工作壓力」程度愈高。 2.受試者之「授課時數」和「整體憂鬱傾向」呈現未顯著相關，亦就是受試者之「授課時數」不會影響「整體憂鬱傾向」的高低程度。 3.受試者之「授課時數」和「整體生活品質」呈現未顯著相關，亦就是受試者之「授課時數」不會影響「整體生活品質」的高低程度。 4.受試者之「整體工作壓力」與「整體憂鬱傾向」間存在顯著中程度之正相關，意即當受試者工作壓力感受程度愈高，則其憂鬱傾向感受程度便愈高。 5.受試者之「整體憂鬱傾向」與「整體生活品質」間存在顯著高程度之負相關，意即當受試者憂鬱傾向感受愈高，其所感受到的生活品質程度就愈低。 6.受試者之「整體工作壓力」與「整體生活品質」間存在顯著中程度之負相關，意即當受試者工作壓力感受程度愈高，則其所感受之生活品質就愈差。四、臺北市高中職教師「個人背景因素」、「工作背景因素」、「工作壓力」與「憂鬱傾向」對「生活品質」之預測 1.臺北市高中職教師之「學校類別：私立高職」、「學校規模：25班以下」、「學校規模：26-50班」、「擔任職務：兼任教師」及「整體憂鬱傾向高」共五個因素，能有效預測「整體工作壓力」27%的變異量。 2.臺北市高中職教師之「學校類別：私立高職」、「任教年資淺」及「整體工作壓力高」共三個因素，能有效預測「整體憂鬱傾向」26%的變異量。 3.臺北市高中職教師之「學校類別：私立高中」、「學校規模：26-50班」、「任教年資深」及「整體工作壓力低」共四個因素，能有效預測「整體生活品質」23%的變異量。 4.臺北市高中職教師之「性別：男性」、「任教年資深」及「整體憂鬱傾向低」共三個因素，能有效預測「整體生活品質」41%的變異量。 5.臺北市高中職教師之「性別：男性」、「學校規模：26-50班」、「任教年資深」、「整體工作壓力低」及「整體憂鬱傾向低」共五個因素，能有效預測「整體生活品質」44%的變異量。根據本研究之發現與結論，建議「教師」宜試著找出學生成績不理想的原因，適度調整適合學生學習的教學方式，並持續以愛心、耐心及熱忱的信念教導學生，引領學生朝向正向之發展；教師若察覺自己情緒不穩定時，宜學習放鬆技巧，找朋友、同事或親人抒發負向情緒，必要時尋求專業上的協助或治療；並改善教學與居家環境品質，平日補充足夠睡眠，維持好的體力與精力，假日適時安排正當休閒活動，享受生活樂趣。再者，「學校」的行政同仁與教師宜做積極的溝通與了解，維持同事間良好之人際關係；藉由成立教師成長團體，善用輔導機制與資源或請專業諮商機構，針對情緒有困擾之教師予以實質之協助；期望學校宜體恤教師之教學辛勞，建立友善校園的管理機制，能定期舉辦教職員之旅遊活動，提升其生活品質。最後，「教育單位」宜給予教師關懷、支持及實質之協助，增加教師在教學上的信心，使教育朝向更正向積極的發展；宜邀請衛生相關單位共同建立教師之醫療照護系統，健全教師身心健康；以及興建合宜之教學與住宅環境，舉辦有益身心之休閒活動，提升教師之生活品質。 As a result of U.S. financial turmoil of 2008, global economic growth stopped and stagnation set in our nation is also facing rising unemployment, lower income and wealth, and other dilemmas. Furthermore, due to changes in the educational environment, normal teaching job stress has increased, so that the work of teachers has become a difficult task. According to theory and research, “job stress,” “depression,” and “quality of life” have a close correlation. Therefore, this study was designed to investigate the relationships of job stress, depression, and quality of life of senior and vocational high school teachers in Taipei. This research used a survey method, with senior and vocational high school teachers in Taipei being subjects, and used “Quota Sampling” to do the survey. Six hundred and forty questionnaires were issued, among which 582 were valid returns (90.94%). Research instruments included “Personal Background Questionnaire (PBQ),” “Teachers Job Stress Scale (TJSS),” “Taiwanese Depression Questionnaire (TDQ),” and “WHOQOL-BREF Questionnaire.” Data were analyzed using descriptive statistics, one sample t-test, independent sample t-test, one-way ANOVA, Scheffé method, Pearson’s product-moment correlation, and multiple regression analysis. The major findings were as follows: A.Current status of job stress, depression and quality of life of senior and vocational high school teachers in Taipei: 1.The degree of job stress tends to be “medium-low,” and the dimension “school factors” showed the score highest degree of job stress. 2.Subjects with depression total “8 points or less,” who indicated that their emotional state was stable, displayed a ratio of nearly four out of seven; Total “9 to 14 points,” who said they had emotional ups and downs, a ratio of two out of seven; total “15 to 18 points,” who had reached the critical point, a ratio of one out of two; total “19 to 28 points,” and “above 29 points” had significant depressive emotions, and needed to seek professional help, a ratio of one out of four. Furthermore, the degree of depression tended to be low, and the dimension “emotional indicators” showed the highest degree of depression. 3.The degree of quality of life tended to be “medium,” and the dimension “social relationships” showed the highest degree of quality of life. B.Influence of “different personal background” on job stress, depression, and quality of life: 1.Job stress differed significantly because of different “schools” and “learning school size.” 2.Depression differed significantly because of different “schools.” 3.Quality of life differed significantly because of different “gender,”“age,” “marital status,”“schools,” and “seniority.” C.Correlation of quality of life with work background, job stress and depression: 1.Teaching hours were significantly and positively correlated with the whole “job stress.” The level of significance was low. We can conclude from the above findings that the more “teaching hours” the higher degree of the whole “job stress.” 2.Teaching hours were not significantly correlated with overall “depression.” We can conclude from the above findings that “teaching hours” do not affect the degree of overall “depression.” 3.Teaching hours were not significantly correlated with overall “quality of life.” We can conclude from the above findings that “teaching hours” do not affect the degree of overall “quality of life.” 4.Overall job stress was significantly and positively correlated with overall “depression.” The level of significance was medium. We can conclude from the above findings that the more job stress, the higher degree of depression. 5.Overall depression was significantly and negatively correlated with overall “quality of life.” The level of significance was high. We can conclude from the above findings that the more depression, the lower the degree of quality of life. 6.Overall job stress was significantly and negatively correlated with overall “quality of life.” The level of significance was medium. We can conclude from the above findings that the higher job stress, the lower the quality of life. D.Prediction of personal background, work background, job stress, and depression in relation to quality of life: 1.“School type: private/higher,” “school size: 25 classes or less,” “school size: 26-50 classes,” “positions: part-time teacher,” and “overall depression” can effectively predict “overall job stress” to 27% of the total variance. 2.“School type: private higher,” “years of teaching: junior,” and “overall job stress” can effectively predict “overall depression” to 26% of the total variance. 3.“School type: private high school,” “school size: 26-50 classes,” “seniority” and “low overall job stress” can effectively predict “overall quality of life” to 23% of the total variance. 4.“Gender: male,” “seniority,” and “low overall depression,” can effectively predict, “overall quality of life” to 41% of the total variance. 5.“Gender: male,” “school size: 26-50 classes,” “seniority,” “overall job stress,” and “overall depression,” can effectively predict “overall quality of life” to 44% of the total variance. According to the findings and conclusions of this study, we offer the following suggestions: First “teachers” should try to find reasons for unsatisfactory student achievement, appropriate adjustment of teaching methods for students to learn and continue to love, patience, enthusiasm, and faith to teach students in order to lead towards positive development of students. If teachers perceive their own emotional instability, it is desirable to learn relaxation techniques, find friends, colleagues, or loved ones to whom to express negative emotions, and, if necessary, seek professional assistance or treatment. To improve the quality of teaching and home environment, add enough sleep on weekdays to maintain good physical strength and energy, proper timing of holiday leisure activities, and enjoy the joys of life. Furthermore, the “school” of administrative colleagues and teachers require positive communication and understanding in order to maintain good relationships among colleagues. The establishment of teacher development groups, better use of resources and guidance mechanisms or professional counseling organizations, give real assistance for emotionally distressed teachers. We hope schools will be sympathetic to the hard work teaching and learning, establish a friendly campuses, management systems, and hold regular tourism activities to enhance staff quality of life. Finally, “educational institutions” should give care, support, and assistance in real terms to teachers in order to increase confidence of teaching and to make progress toward correction and the positive development. In addition, health-related units should be invited to establish common medical care systems for teacher in order to improve physical and mental health of teachers, to create appropriate teaching and residential environments, and to organize a healthy lifestyle of leisure activities to enhance the quality of life of teachers.
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