中學教師復原力量表發展及復原力危險因子之探究

Development of a Resilience Inventory for Secondary School Teachers and Exploration of Resilience Risk Factors

為因應社會快速發展與新課綱實施，中學教師面臨新的挑戰和壓力，教師復原力的重要性日益提升。本研究旨在統整專家焦點座談結果，發展適用於中學教師之復原力量表，並調查新課綱實施後教師面臨的復原力危險因子。本研究參與者為204位中學教師。研究結果發現：（一）教師復原力量表共17題，具有良好的內部一致性，且一階四因素模型呈現良好適配，包含情緒調節、正向班級經營、資源運用與智慧回應、教學熱情與反思四因素；（二）中學教師整體復原力達中等以上，且不同任教階段與年資無顯著差異；（三）國中和高中教師的復原力危險因子共包含九大向度，其中「情緒調節困難」均高居第一。據此，本研究建議教育主管機關強化學校支持系統，並將教師復原力素養納入師資培育與專業發展。

To respond to the rapid development of society and global trends, the Ministry of Education launched a new curriculum in 2019, bringing new challenges and pressures to secondary school teachers. Teacher resilience has thus become increasingly important. The main purpose of this study is to integrate the results of expert focus group discussions and develop a resilience inventory suitable for secondary school teachers, in order to understand their resilience status. Additionally, the study uses openended questions to investigate the risk factors affecting teacher resilience following the implementation of the new curriculum. A total of 204 secondary school teachers participated in this study. The major findings are as follows: (1) The Teacher Resilience Inventory comprises 17 items and demonstrates high reliability and validity, with a Cronbach’s alpha of .95. It encompasses four core dimensions: emotional regulation, positive classroom management, resource use and intelligent response, and passion in teaching and reflection—capturing the key protective strategies underlying teacher resilience. (2) Teachers reported moderate to high levels of resilience, with no significant differences observed across teaching levels or years of experience. (3) Nine major risk factors were identified, with the most common across junior and senior high school teachers being emotional regulation difficulties, student behavioral issues, mindset-related stress, and limited support systems. Notably, emotional regulation difficulties consistently emerged as the most prominent risk factor. Based on the research findings, this study recommends that educational authorities and schools develop specific improvement strategies targeting key risk factors affecting teacher resilience, in order to strengthen the protective factors that support it. In the future, teacher resilience literacy could also be integrated into teacher education programs and professional development programs to further enhance teachers’psychological resilience. Moreover, schools should develop school-based support action plans to actively foster a supportive environment that promotes teachers’mental health and professional development.