影響教師生涯壓力之個人與組織因素

A Study on Teachers’ Career Stress, External Locus of Control and Perceived Organizational Support

基於人境互動論觀點，本文探討現階段教師生涯發展歷程的生涯壓力，探究現職教師身處第一線教學場域來自工作負荷與平衡、人際互動與情緒、生涯定位及生涯前景等壓力感受，並分析個人與組織因素對於這些生涯壓力之影響。研究資料蒐集自115位現職國小教師，藉由結構方程模式進行分析工作中的外控、知覺組織支持對於教師生涯壓力之主要效果，以及這兩者之間的交互作用效果。研究結果指出交互作用效果未獲得支持，但外控、組織支持對教師生涯壓力的主要效果如預期地達到顯著水準。本文根據研究發現進行討論，並提出賡續研究、教師生涯管理及健康促進教育職場之建議。

A survey was carried out to investigate 115 teachers’career stress, and to explored its relationship with external locus of control at work and perceived organizational support. Career stress was conceptualized in terms of four sources, including workload and career conflict, interpersonal relationships and emotions, career orientation, and career prospects. The results, based on structural equation modeling, showed that the main effects of external locus of control as well as perceived organizational support on career stress were supported. However, evidence of interaction effects was not significant. Implications for teacher education, career management, and promoting learning-friendly environment within contemporary educational settings in Taiwan were discussed.