| 摘要: | 本研究的主要研究目的有下列幾項：1. 了解各私立園所學前教師工作壓力之情況；2.了解學前教師壓力自覺情況及學前教師壓力結果的程度（假設個人壓力自覺會影響個人壓力經驗下）；3.探討學前教師工作壓力（壓力源）與工作壓力結果（職業倦怠）的關係；4.根據研究結果，發展出學前老師之壓力模式以便了解其持續壓力的相互關係；5.提出具體的建議供做為相關決策之參考。
研究者以台北縣私立幼稚園、托兒所的帶班教師為母群體，以隨機抽樣法抽樣560人為樣本，採用問卷調查方式。以研究者自編之「學前帶班教師工作壓力調查問卷」為調查工具，問卷之效信度分別為：第一部分學前帶班教師工作壓力之全量表α值為.934；第三部分學前帶班教師受壓結果之全量表α值為.946，顯示量表之一致性，另效度採專家效度及項目分析、因素分析下刪除｜T｜值＜1.96，未達顯著水準；或相關係數＜0.4者；或單一因素負荷值＜0.4者之題目，回收425份，回收率75.8﹪，其中有效問卷400份，可用率為94﹪，並以描述統計、t考驗、單因子變異數分析、典型相關分析與多元迴歸分析方法進行資料處理，結果獲致下列結論：
1. 學前教師知覺壓力來源程度平均得分為3.47（標準差0.45），高於量表中間值（3），屬壓力偏高。
主要知覺工作壓力來源為「工作負擔」、「薪資福利」、「政策環境」，其次則為「教保成效」、「專業成長」、「人際關係」各層面所知覺之壓力來源狀況。
2. 不同人口背景變項與學前教師知覺不同工作壓力來源達顯著差異。
3. 不同人口背景變項除婚姻、證書有無外，其餘皆在學前教師工作受壓結果不同層面達顯著差異。
4. 學前帶班教師工作壓力來源與受壓結果具有典型相關。
工作壓力來源的六個層面與受壓結果的四個層面之間，具有兩組顯著的典型相關存在。
5. 「工作壓力」無論是直接透過「受壓結果」，或是先透過「壓力自覺」再影響「受壓結果」，最終都可以影響到教師離職或轉行的意願。
6. 學前教師人口背景、工作壓力知覺程度及壓力自覺對受壓結果具有顯著的預測力。
「情緒耗竭層面」：受到「整體工作壓力」、「整體壓力自覺」的正面影響，即實際壓力或自覺壓力愈高，情緒耗竭反應愈強烈。
「工作疏離層面」：受到「整體工作壓力」、「整體壓力自覺」的正面影響，即實際壓力或自覺壓力愈高，工作疏離反應愈強烈。
「成就感降低層面」：受到「整體工作壓力」、「整體壓力自覺」的正面影響，即實際壓力或自覺壓力愈高，成就感降低反應愈強烈。
「生理障礙層面」：受到「整體工作壓力」、「整體壓力自覺」的正面影響，即實際壓力或自覺壓力愈高，生理障礙反應愈強烈。
「整體受壓結果」：受到「整體工作壓力」、「整體壓力自覺」的正面影響，即實際壓力或自覺壓力愈高，整體受壓結果反應愈強烈。
The purpose of this study were as follow:
1.Understanding of private preschool teachers’ situation concerning occupational stress.
2.Understanding of private preschool teachers’ situation concerning cognitive appraisal and the outcome of occupational stress（Suppose the cognitive appraisal will effect the stress experience）.
3.To explore the relationship between the stressor and the outcome of occupational stress.
4.According to the discovery of this study，developing the preschool teachers’ stress model to understand continuing relationship of preschool teachers’ occupational stress.
5.Offering concrete suggestions for our nation, educational agency and preschool teachers.
The study was conducted through questionnaire survey. The reliability of questionnaire is unanimously, the αof first part and the second part are .934 and .946. The sample of this research is collect from private preschool teachers of 560 in Taipei County. There were 425 samples received and 400 with a ratio of 94% usable samples taken. The statistical techniques were descriptive statistics, t-test, one-way ANOVA, canonical correlation analysis, and stepwise multiple regression analysis. The findings are stated as follows:
1.Private preschool teachers feel a little high stress in six areas of stressor. The mean is 3.47(SD=0.45).
2. The main stressors are working load, salary, and policy. The others are teaching effects, profession study, and human relations.
3.There are differences existed among variables of age, marriage, educational background, teaching background, teaching experience, teaching position etc. on occupational stress,
4.Expect marriage, having certificate or not, There are differences existed among variables on outcomes of occupational stress.
5.Most of preschool teachers cognize that they get stress from their occupation, and most of them cognize that they are effected in health.
6.It will have intention in leaving or quitting their job through the outcomes of occupational stress or cognitive appraisal.
7.There is correlation between stressor and outcomes of occupation stress.
8.The different background, perception in stressor, and cognitive appraisal can effectively
Predict the outcomes of occupational stress.
Finally, this study provides some suggestions for preschool teachers, administrations, education administrations, teachers’ colleges, and the future study.
Key words: Preschool teacher , Occupational stress, teacher occupational stress, Cognitive appraisal, the outcome of occupational stress. |
