初任教師兼任行政職務工作壓力與其因應策略之研究：以新北市公立小型國民小學為例

The Job Stress and Coping Strategies of Beginning Teachers with Administrative Positions: A case study of public small elementary schools in New Taipei City

本研究旨在探討公立小型國民小學初任教師兼任行政職務工作壓力情況並探究其壓力因應策略，藉由半結構式訪談的方式對初任教師兼行政職務者的工作壓力及因應策略進行探討，並以新北市教師為研究對象。本研究由研究者擬定訪談大綱，並以訪談大綱為主軸，訪問過程採用開放式回答，依據研究參與者之回答並搭配當時情境加以延伸。研究結果如下：一、新北市公立小型國民小學初任教師兼任行政職務有其不同壓力來源與種類。二、新北市公立小型國民小學初任教師兼任行政職務之壓力因應策略主要可以分為：理性解決、尋求支持、自我調適、延宕逃避，其中以尋求支持最常使用。最後，則根據研究結果，對初任教師兼任行政職務者、師資培育單位及現職相關單位提出建議。

 

The purpose of this study is to explore the job stress and coping strategies of beginning teachers with administrative positions in public small elementary schools in New Taipei City. As the basis of this research, this study used a literature review to explore the job stress and coping strategies of beginning teachers with administrative positions. It employed semi-structural interviews to interview beginning teachers with administrative positions in public small elementary schools in New Taipei City. Then the researcher drew up the interview outline and took it as the main axis. The interview process adopted open-ended answers, and the interviews were extended according to the answers of the research participants and the current situation. The research results are as follows: (1) There were different sources and types of pressure for beginning teachers with administrative positions in public small elementary schools in New Taipei City. (2) The stress coping strategies of beginning teachers with administrative positions in public small elementary schools in New Taipei City could be mainly divided into: rational solutions, seeking support, self-adjustment, delay, and avoidance. According to the research results, seeking support was the most adopted coping strategy. Finally, suggestions to teachers with administrative positions, centers for teacher education, and related units were offered based on the research findings.