| 摘要: | 隨著時代巨輪的轉動，社會正迅速的變遷，錯綜複雜的教學環境下，使教師工作壓力與日遽增；再者，由於現代人對生活品質的重視，參與休閒可為重要的影響關鍵。此外，根據相關理論與研究顯示：「工作壓力」、「休閒調適策略」及「生活品質」可能具有密切的相關性。因此，本研究針對嘉義地區國中教師的工作壓力、休閒調適策略與生活品質的現況及其關係進行探討。
本研究採「調查法」，以嘉義地區國中教師為研究對象，採取「配額取樣」方式進行抽樣。正式施測樣本為405份，實得有效樣本370份，有效回收率為91.36%。研究工具包括：「個人背景資料調查表」、「教師工作壓力量表」、「休閒調適策略量表」及「臺灣簡明版生活品質問卷」。資料分析方法包括：次數分配、百分比、平均數、標準差、獨立樣本t檢定、單因子變異數分析、薛費事後檢定、皮爾森積差相關及結構方程模式分析等統計方法進行分析。本研究結論如下：
一、嘉義地區國中教師「工作壓力」、「休閒調適策略」與「生活品質」之現況
1.受試者整體「工作壓力」感受傾向於「中等程度」，以「學生因素」層面之工作壓力感受為最高。
2.受試者整體「休閒調適策略」認同程度傾向於「中高程度」，以「提升正向情緒式休閒適策略」層面之認同程度為最高。
3.受試者整體「生活品質」傾向於「中高程度」，以「社會關係範疇」層面之生活品質感受為最佳。
二、不同「個人背景因素」與「工作背景因素」在「工作壓力」的差異情形
1.受試者整體「工作壓力」會因「性別」不同而有顯著差異；其中，女性教師的整體工作壓力顯著高於男性教師。
2.受試者在「學校因素」層面之工作壓力會因「年齡」、「任教年資」及「擔任職務」不同而有顯著差異；其中，年長教師的工作壓力顯著高於年紀較輕的教師，年資深教師的工作壓力顯著高於年資淺教師，擔任職務對工作壓力的影響呈現組間無差異。
3.受試者在「學生因素」層面之工作壓力會因「婚姻狀況」、「教育程度」、「學校規模」及「任教領域」不同而有顯著差異；其中，已婚教師的工作壓力高於未婚教師，學歷為碩士以上教師的工作壓力高於大學畢業教師，任教學校規模較大教師的工作壓力高於任教學校規模較小教師，任教領域對工作壓力的影響呈現組間無差異。
4.受試者在「工作負荷」層面之工作壓力會因「任教年資」、「擔任職務」與「授課時數」不同而有顯著差異；其中，任教年資對工作壓力之影響呈現組間無差異，兼任行政教師的工作壓力高於專任教師與導師，授課時數少教師的工作壓力高於授課時數多教師。
5.受試者在「角色定位」層面之工作壓力會因「學校規模」與「任教年資」不同而有顯著差異；其中，學校規模大小對工作壓力的影響呈現組間無差異，年資淺教師的工作壓力高於年資深教師。
6.受試者在「教師專業發展」層面之工作壓力會因「性別」、「年齡」、「婚姻狀況」、「學校規模」、「任教年資」「擔任職務」與「任教領域」不同而有顯著差異；其中，女性教師的工作壓力高於男性教師，年紀輕教師的工作壓力高於年長教師，未婚教師工作壓力高於已婚教師，任教學校規模小教師的工作壓力高於任教學校規模大教師，年資淺教師的工作壓力高於年資深教師，兼任行政教師的工作壓力高於導師，任教領域對教師工作壓力的影響呈現組間無差異。
三、不同「個人背景因素」與「工作背景因素」在「休閒調適策略」的差異情形
1.受試者在「休閒調適策略」分層面上，在「舒緩身心式休閒策略」層面之休閒調適策略會因「性別」不同而有顯著差異；其中，女性教師對舒緩身心式休閒調適策略的認同程度較高。
四、不同「個人背景因素」與「工作背景因素」在「生活品質」的差異情形
1.受試者整體「生活品質」會因「性別」、「年齡」、「任教年資」與「任教領域」不同而有顯著差異；其中，男性教師的整體生活品質優於女性教師，其他因素對教師整體生活品質的影響皆呈現組間無差異的情形。
2.受試者在「生理健康範疇」層面之生活品質會因「性別」、「任教年資」與「任教領域」不同而有顯著差異；其中，男性教師的生活品質優於女性教師，任教年資對生活品質的影響呈現組間無差異，健體領域教師的生活品質優於語文領域教師。
3.受試者在「心理範疇」層面之生活品質會因「性別」、「年齡」、「婚姻狀況」、「教育程度」、「任教年資」與「任教領域」不同而有顯著差異；其中，男性教師的生活品質優於女性教師，年長教師的生活品質優於年紀輕教師，已婚教師的生活品質優於未婚教師，學歷為碩士以上教師的生活品質優於大學畢業教師，年資深教師的生活品質優於年資淺教師，任教領域對生活品質的影響呈現組間無差異。
4.受試者在「環境範疇」層面之生活品質會因「性別」不同而有顯著差異；其中，男性教師的生活品質優於女性教師。
五、嘉義地區國中教師「工作壓力」、「休閒調適策略」與「生活品質」之相關性
1.受試者之「工作壓力」與「休閒調適策略」呈現顯著低程度負相關，意即受試者所感受之「工作壓力」越高，則其對「休閒調適策略」的認同程度越低，就越少運用之。
2.受試者之「休閒調適策略」與「生活品質」呈現顯著低程度正相關，意即受試者對「休閒調適策略」之認同程度越高，則其所知覺之「生活品質」感受越佳。
3.受試者之「工作壓力」與「生活品質」呈現顯著中程度之負相關，意即受試者所感受之「工作壓力」越高，則其所知覺之「生活品質」就越差。
六、嘉義地區國中教師的「休閒調適策略」對「工作壓力」與「生活品質」之緩衝功能
「工作壓力」經由「休閒調適策略」此調節變項後，會減少對「生活品質」的負面影響，顯示「休閒調適策略」能發揮緩衝，調節「工作壓力」對「生活品質」的負向影響，增進生活品質。
根據本研究之發現與結論，建議「嘉義地區國中教師」宜瞭解自我工作壓力的來源，針對壓力源採取適當的因應策略；調整教學心態與作法，帶領學生獲得成功經驗，享受學習樂趣；當發現工作壓力大時，宜提升對休閒調適策略的認同，參與符合需求之休閒活動，養成規律運動、生活作息及睡眠習慣；宜培養正向、積極的態度，檢視自我健康狀態、搭配規律運動及飲食均衡，改善睡眠品質，做好理財規劃，增進生活品質；並宜善用休閒調適策略，緩衝工作中衍生的工作壓力，以提升生活品質。
再者，建議「嘉義地區國中學校」宜請經驗豐富的教師分享學生問題的處理經驗，並建立教師與學校行政單位的合作機制，成為教師後盾，共同解決學生問題；宜成立教師專業輔導團隊，建立教師輔導機制，並制定接任行政與導師的規則，以協助資淺教師適應與成長；成立教師社團，提供休閒時間、機會與場所，並與外界合作辦理休閒活動；宜定期辦理各領域間的教學成果展，增進領域間教師的成長，促進不同領域教師、家長與學生對各項學習領域的瞭解。
此外，建議「媒體」宜多多報導正向教育新聞，給教師正面回饋；建議「嘉義地區國中家長」宜投注更多關心與孩子身上，重視親師溝通與合作，與學校共同陪伴孩子學習與成長。最後，建議「教育相關單位」宜逐年降低小班教學的人數，控管教師人數，研擬超額配套措施，減輕教師擔憂；宜恢復段考下午停課，鼓勵週六學校停辦輔導活動課，增加教師獲得進修、休閒及提升生活品質的機會。
As the wheel of the era rotates, our society is moving and changing fast. Complicated teaching environment has added job stress day by day to teachers. Furthermore, due to the emphasis on quality of life by modern people, the participation in leisure activity has become important influential factor. In addition, according to related theory and research, it can be seen that: “job stress”, “leisure coping strategy” and “quality of life” might be intimately related. Therefore, this research had studied the current status and correlation among job stress, leisure coping strategy and quality of life for the junior high school teacher in Chiayi area.
In this research, “survey method” was adopted, and junior high school teacher in Chiayi area was used as the research target. Meanwhile, “quota sampling” method was adopted for the sampling. The formal samples under test were 405 samples, and the actually collected and effective samples were 370 samples, that is, an effective return rate of 91.36%. The research tools include: “Personal Background Questionnaire”, “Teacher Job Stress Scale”, “Leisure Coping Strategy Scale” and “WHOQOL-BREF Questionnaire”. The data analysis methods include: frequency distribution, percentage, mean, standard deviation, independent sample t-test, one-way Analysis of Variance(ANOVA), Scheffe’ method, Pearson’s product-moment correlation and Structural Equation modeling. The conclusions of this research are as in the followings:
I.The current status of “job stress”, “leisure coping strategy” and “quality of life” for junior high school teacher in Chiayi area.
1.The total “job stress” feeling of persons under test tends to be of ”medium level”, and the feeling of job stress in “student’s factor” is the highest.
2.The total “leisure coping strategy” recognition of persons under test tends to be of “medium and high level”. Among them, the recognition level of “The leisure coping strategy of the enhancement of positive emotion” is the highest.
3.The total “quality of life” of persons under test tends to be of “medium and high level”, and the quality of life feeling in “social relation scope” level is the best.
II.The difference in “job stress” between different “personal background factor” and “work background factor”.
1.The total “job stress” of the persons under test had significant difference due to different “gender”; among them, the total job stress of female teacher was significantly higher than that of the male teacher.
2.The job stress of persons under test in “school’s factor” aspect had significant difference due to different “age”, “accumulated years of teaching” and “job content”; among them, the job stress of elder teacher was significantly higher than that of younger teacher, and the job stress of teacher with more accumulated years of teaching was significantly higher than that of teacher with less accumulated years of teaching; moreover, the influence of job content on job stress showed no difference among different groups.
3.The job stress of persons under test in “student’s factor” aspect showed significant difference due to different “marital status”, “educational level”, “scale of the school” and “teaching field”; among them, the job stress of married teacher was higher than that of unmarried teacher, the job stress of teacher with academic degree above master degree was higher than teacher of BS degree, the job stress of teacher in school with larger scale was higher than teacher in school with smaller scale, and the influence of teaching field on job stress showed no difference among different groups.
4.The job stress of persons under test in “work load” aspect had significant difference due to different ”accumulated years of teaching”, “job content” and “teaching hours”; among them, the influence of accumulated years of teaching on job stress showed no difference among different groups; the job stress of teacher with administrative work was higher than that of the full time teacher and tutor, and the job stress of teacher of less teaching hours was higher than teacher of more teaching hours.
5.The job stress of persons under test in “role positioning” aspect had significant difference due to different “scale of the school” and “accumulated years of teaching”; among them, the influence of scale of the school on job stress showed no difference among different groups, and the job stress of teacher with less accumulated years of teaching was higher than the teacher with more accumulated years of teaching.
6.The job stress of persons under test in “teacher’s professional development” aspect had significant difference due to different “gender”, “age”, “marital status”, “scale of the school”, “accumulated years of teaching” “job content” and “teaching field”; among them, the job stress of female teacher was higher than that of male teacher, the job stress of younger teacher was higher than that of elder teacher, the job stress of unmarried teacher was higher than that of married teacher, the job stress of teacher in school of smaller scale was higher than that of teacher in school with larger scale, the job stress of teacher with less accumulated years of teaching was higher than that of teacher with less accumulated years of teaching, the job stress of teacher with administrative work was higher than that of tutor, the influence of teaching field on teacher job stress showed no difference among different groups.
III.The difference in “leisure coping strategy” for different “personal background factor” and “work background factor”.
1.For persons under test in “leisure coping strategy” aspect, the leisure coping strategy in “Leisure strategy of body and mental release style” level had significant difference due to different “gender”; among them, female teacher had higher recognition on leisure coping strategy of body and mental release style.
IV.The difference in “quality of life” for different ”personal background factor” and ”work background factor”
1.The total “quality of life” of persons under test had significant difference due to different “gender”, “age”, “accumulated years of teaching” and “teaching field”; among them, the total quality of life of male teacher is superior to that of female teacher; moreover, the influence of other factors on the total quality of life of the teacher showed no difference among different groups.
2.The quality of life of persons under test in “physiological health scope” aspect had significant difference due to different “gender”, “accumulated years of teaching” and “teaching field”; among them, the quality of life of male teacher was superior to that of female teacher, and the influence of accumulated years of teaching on quality of life showed no difference among different groups; meanwhile, the quality of life of teacher in health and physical field is superior to that of teacher in the language field.
3.The quality of life of persons under test in “psychological scope” aspect had significant difference due to different “gender”, “age”, “marital status”, “educational level”, “accumulated years of teaching” and “teaching field”; among them, the quality of life of male teacher was superior to that of the female teacher, the quality of life of elder teacher was superior to that of younger teacher, the quality of life of married teacher was superior to that of the unmarried teacher, the quality of life of teacher with academic degree above master degree was superior to that of teacher with BS degree, the quality of life of teacher with more accumulated years of teaching was superior to teacher with less accumulated years of teaching; moreover, the influence of teaching field on quality of life showed no difference among different groups.
4.The quality of life of persons under test in “environmental scope” aspect had significant difference due to different “gender”; among them, the quality of life of male teacher was superior to that of female teacher.
V.The correlation among ”job stress”, “leisure coping strategy” and ”quality of life” for junior high school teacher in Chiayi area.
1.The “job stress” and “leisure coping strategy” of persons under test showed significant low level negative correlation, that is, the higher the “job stress” felt by persons under test, the lower the recognition of “leisure coping strategy” by them, and the fewer the application of it.
2.The “leisure coping strategy” and ”quality of life” of persons under test showed significant low level positive correlation, that is, the higher the recognition of “leisure coping strategy” by persons under test, the better the perception of “quality of life” as perceived by them.
3.The “job stress” and “quality of life” of persons under test showed significant medium level negative correlation, that is, the higher the “job stress” felt by persons under test, the worse the “quality of life” as perceived by them.
VI.The buffer function of “leisure coping strategy” on “job stress” and “quality of life” for junior high school teacher in Chiayi area.
After “job stress” was tuned by adjustment variable of “leisure coping strategy”, its negative influence on “quality of life” will be reduced, which showed that “leisure coping strategy” can have buffering function to adjust the influence of “job stress” on “quality of life”, and the quality of life can then be enhanced.
According to the findings and conclusions of this research, we suggest that “junior high school teacher in Chiayi area” should understand the source of self job stress, and appropriate strategy should be taken on the pressure source; meanwhile, it is important to adjust teaching attitude and method and to lead student to gain the experience of success and to enjoy the fun of learning; when the job stress is found to be large, the recognition on leisure coping strategy should be enhanced, the leisure activity meeting the need should be attended, and regular exercise, living and sleeping habit should be incubated; meanwhile, positive and aggressive attitude should be incubated, self health status should be inspected, furthermore, regular exercise and even food taking should be emphasized, sleeping quality should be improved, wealth management should be taken care, and eventually, quality of life can be enhanced; moreover, leisure coping strategy should be well used to buffer the job stress derived from the job and to enhance quality of life.
Furthermore, we suggest that the “the junior high school in Chiayi area” should share the handling experience for handling student’s problem from experienced teacher, meanwhile, the cooperation mechanism between teacher and the administrative departments of school should be set up to be used as backup of teachers to co-solve the student’s problem; moreover, it is suggested to form teacher’s professional consultation team, to set up teacher’s consultation mechanism , to make the rule to take the administration’s and tutor’s position to help the adaptation and growth of teacher with less accumulated years of teaching; it is important to form teacher’s club, to provide leisure time, chance and site and to co-sponsor leisure activity with the external side; furthermore, it is important to hold regularly the teaching result exhibition for different fields, to enhance the growth of teachers of different fields and to promote the understanding on different learning fields from teacher, parent and student from different fields.
In addition, we suggest that the “media” should report more positive educational news to give positive feedback to teachers; we also suggest that “junior high school’s parents in Chiayi area” should put more care on the children, emphasize more on the communication between parent and teacher, and should accompany the learning and growth of children together with the school. Finally, we suggest that “education related departments” should reduce year by year the number of students in small teaching class, and teacher’s number should be controlled, over-quota coping actions should also be prepared to reduce teacher’s worry; the rule of “no class in the afternoon of sectional exam.” should be returned. Moreover, the counseling activity class on Saturday should be stopped so that teacher will have more chance to get higher level study, to spend time in leisure activity and to enhance the quality of life. |
