國民中學老師工作壓力、成就動機與職業倦怠關係之研究

本研究旨在探討國中教師不同背景變項、工作壓力、成就動機與職業倦怠感受之間的關係，並進一步分析國中教師之職業倦怠現況。本研究採相關研究法，研究對象為國中教師724名。研究工具為「教師壓力情境問卷」、「教師工作感受問卷」和「工作與家庭取向量表」。測驗所得資料以t檢定、積差相關、單因子變異數分析、薛費法事後比較及逐步多元迴歸分析等方法進行統計分析，獲致下列主要的發現： (1)就一般而言，國中教師除了對工作成就感感受強度較低外，並未存有明顯地職業倦怠現象。 (2)不同性別、年齡、婚姻、任教地區及行政職務之國中教師在五項工作壓力經驗和三項職業倦怠感受分數上，部分有顯著差異。 (3)國中教師成就動機與其工作壓力經驗和職業倦怠感受間存有顯著的相關。 (4)部分背景變項及工作壓力經驗對國中教師的情緒耗竭，無人性化之倦怠感受具有聯合預測的功能；其中依次又以「工作負荷」、「年齡」、「人際關係」的預測力較佳。

The purpose of this study was to investigate the relationships among the job stress， achievement motive and burnout of junior high school teachers who were of different background. Seven hundred and thirty-four junior high school teachers in Taiwan area were selected as subjects. The Teacher Stress Situation Questionnaire， the Teacher Burnout Inventory， and the Job and Family Orientation Inventory were administered to the subjects. The data were analyzed by t-test， Pearson product-moment correlation， one-way ANOVA， Scheffe method of multiple comparisons， and multiple-stepwise regression analysis. The main findings of the study were as follw: (1) In general， except the feelings degree of the personal achievement among junior high school teachers were found to be lower， the teacher’s burnout had not existed. (2) Part of the junior high school teachers， who were of different sex， age， marriage， area of teaching institute and administration affair had significant differences in some variables of the job stress and burnout. (3) There were significant correlations between the teacher’s achievement motive and job stress or burnout. (4) Part of the background variables and job stress experience variables had significant unity predictive effect on the burnout feelings of the teacher’s emotive exhaustion and dehumanized. Among those variables， job loading， age and interpersonal relationship had better predictive effect than the others.