工作壓力、休閒因應與健康之研究－－以台北市高中女性教師為例

The Study on Work Stress, Leisure Coping and Health-A Case with Female Teachers of Senior High School in Taipei City

本研究旨在探討台北市高中女性教師在工作壓力、休閒因應與健康的現況，並進一步了解其間的關係。依據休閒因應理論，本研究提出假設模式，採問卷方式進行調查，以隨機抽樣抽取公私立普通高中各6所、公立綜合高中及私立綜合高中各2所。導師部分以集群抽樣方式，非導師部分以便利方式進行調查，共發出580份問卷，得到有效樣本214份。研究結果顯示，教師工作壓力感受程度最高者為教學問題；休閒參與活動方面，以從事大眾媒體觀賞活動之頻率最高；休閒因應信念方面以休閒自我決定的同意程度最高；休閒因應策略以休閒情緒改善同意程度最高。運用結構方程式之適配度，以確認最佳模式，模式結果為：工作壓力對健康有顯著負向影響；工作壓力對休閒參與有顯著負向影響；休閒因應信念對休閒因應策略有顯著正向影響；休閒因應策略對休閒參與有顯著正向影響；休閒參與對健康有顯著正向影響。本研究並依研究結果提供教育相關單位參考建議，協助教師因應並減緩其工作壓力。

The aim of this research is to explore the current status of working stress, leisure coping and health for high school female teachers in Taipei, and then further to understand the relations of those variables. Based on leisure coping theory, this research proposed the hypothetic model. For the survey, there were 6 public high schools, 6 private high schools, 2 public comprehensive high schools and 2 private comprehensive high schools selected by random sampling. Tutors were selected by cluster sampling, and the other course teachers were selected by random sampling. Totally, 580 questionnaires were sent out, and 214 valid samples were collected. The results suggested that the highest working pressure is teaching problem; the highest leisure participate is media activity; the highest degree of leisure belief is leisure self-determination; the highest degree of leisure strategy is leisure mood enhancement. Structural equation modeling(SEM)was applied to compare the goodness of fit among the models and the best model was identified. The results of best model suggests that work stress appears to influence health significantly and negatively; work stress appears to influence leisure participation significantly and negatively; leisure coping appears to influence leisure strategy significantly and positively; leisure coping strategies appears to influence leisure participation significantly and positively; leisure participation appears to influence health significantly and positively. As the concluding remarks, we suggest several future research issues and implications for educational units that can help teachers cope and reduce work stress.