臺南市國民小學教師專業發展評鑑知覺與工作壓力關係之研究

The Study on the Publice Elementary School Teachers' Perception of Teacher Professional Development Evaluation and the Job Stress in Tainana City

本研究旨在探討臺南市國民小學教師專業發展評鑑知覺和其工作壓力的現況，分析不同背景變項的國小教師專業發展評鑑知覺和參與評鑑之工作壓力的差異情形，並探究教師專業發展評鑑知覺對於參與評鑑之工作壓力的預測情形，以100學年度臺南市參與教師專業發展評鑑之國小教師為研究對象，採問卷調查法的方式進行施測。研究結果發現，臺南市國小教師參與專業發展評鑑知覺現況為中上程度，教師參與評鑑之工作壓力現況為中低程度；教師參與專業發展評鑑知覺會因最高學歷、現任職務、參與評鑑年資的不同而有顯著差異，教師參與評鑑之工作壓力則因現任職務、學校規模、參與評鑑年資的不同而有顯著差異；教師專業發展評鑑知覺對教師參與評鑑之工作壓力具有預測作用。最後，提出具體建議以供教育行政機關、國民小學學校行政團隊、教師與未來相關研究之參考。

The purposes of this study were to explore the current situation for the perception of teacher professional development evaluation and the job stress of teacher professional development evaluation in the public elementary schools in Tainan City, to analyze the differences in different backgrounds, and to verify these factors for prediction. The research data were collected through survey, and the samples in this study included 300 elementary school teachers in Tainan City who participated in the Teacher Professional Development Evaluation program in the 100th school year. The following findings were reported: 1) the degree of the perception of teacher professional development evaluation was highly above than medium degree; 2) the degree of the job stress of teacher professional development evaluation was slightly below than medium degree; 3) there were significant differences in the degree of the perception of teacher professional development evaluation among educational degree, work position, and teachers’ experience participating in the evaluation; 4) there were significant differences in the degree of the job stress of teacher professional development evaluation among the work position, school size, teachers’ experience participating in the evaluation; and 5) the degree of the perception of teacher professional development evaluation could predict the job stress of teacher professional development evaluation. According to the results, several suggestions were proposed to educational administrative institutions, elementary school administrative teams, teachers, and future research studies.