國中教師的樂觀信念、自我效能、對壓力的認知評估、因應方式與工作調適及身心健康的關係

An Analysis Of Causal Relations among Teachers' Optimism; Self-efficacy Beliefs, Cognitive Appraisal, Coping Strategies, Mental and Physical Health, and Work Adjustment

本研究旨在提出一個教師因應壓力的模式，探討教師的樂觀信念、自我效能是否會影響壓力事件的評估，進而影響他們採取因應策略，導致工作調適及身心適應的不同結果。本研究以分層隨機的方法抽取實習教師224名及一般教師（服務滿五年以上）346名兩類樣本。調查工具為「教師工作感受問卷」，包含基本資料、樂觀、自我效能、工作壓力量表、認知評估、因應方式、健康困擾量表與工作調適等八個部分。資料分析以LISREL、單因子變異數分析、多變項變異數分析考驗之。
本研究有主要發現如下：一、本研究提出的「正向信念－認知評估－壓力因應」的因果模式未獲得支持。二、在背景變項方面：男女教師在壓力評估反應、壓力的因應方式及身心健康方面有顯著差異；不同年資的教師在樂觀、教學自我效能、壓力、壓力的因應方式及工作調適上有顯著差異；擔任不同職務的教師在教學自我效能、壓力的大小、壓力的因應方式、評估反應及工作調適上有顯著差異；不同任教地區的教師在教學自我效能及工作調適上有顯著差異；實習教師與一般教師在評估反應、壓力的因應方式、身心健康及工作調適上有顯著差異。

The purpose of this study was to examine whether the effects of teachers' dispositional optimism, and sense of efficacy on their mental and physical health and work adjustment were mediated by the use of cognitive appraisal and coping strategies. 570 junior high school teachers including 224 first-year teachers and 346 experienced teachers were stratifiedly sampled. They were asked to complete the life orientation test, teacher efficacy scale, cognitive appraisal scale, coping strategies scale, mental and physical health scale, and adjustment scale. LISREL, ANOVA, and MANOVA were employed to analyze the data. The results indicated: (1) that the structrural equation model of the causal relations among teachers' optimism, self-efficacy beliefs, cognitive appraisal, coping strategies, teachers' health conditions, and job adjustment did not fit the data. (2) that teachers' optimism, self-efficacy beliefs, cognitive appraisal, coping strategies, and adjustment states were partially determined by the factors, including teachers' gender, teaching experience, school regions, and teaching subjects. The implications for intervention and beginning teacher guidance were discussed.