中小學教師自我超越量表之發展：Frankl 的意義治療理論取向

Development of a Self-Transcendence Scale for Primary and Secondary School Teachers: Application of Frankl's Logotherapy

本研究旨在發展中小學教師自我超越量表，因教師為一項具有高工作壓力和倦怠的職業，常面臨工作上的挑戰。而教師若重視自我超越，將以正向的態度來因應挑戰。臺灣目前尚無一份用以調查中小學教師自我超越的量表，是以有待發展。為完成研究目的，依據文獻分析結果，以V. E. Frankl 所提倡的意義治療理論中的創造性價值、經驗性價值和態度性價值等三種自我超越的途徑為主，提出量表的初稿，歷經內容效度（試作與專家審閱3人），之後採用多次的問卷調查，以探索性因素分析150人、驗證性因素分析301人、驗證性因素分析複核調查200人、團體差異法則調查700人。經此等程序後，得出三種價值各4題、總題數共12題，且具有良好信、效度的量表。

Teachers often experience high work pressure, burnout, and challenging situations at work. They are more likely to respond to these stressors with a positive attitude if they attach importance to self-transcendence. This study developed a self-transcendence scale for primary and secondary school teachers; such a scale has never before been developed in Taiwan. Content related validity testing (including trial work and an expert review) was completed, and a first draft of the scale was proposed. It drew heavily from the three self-transcendence approaches of creative value, experiential value, and attitudinal value proposed by V. E. Frankl in his theory of logotherapy. Subsequently, exploratory factor analysis was performed by surveying 150 participants, confirmatory factor analysis was performed by surveying 301 participants, cross-validation of confirmatory factor analysis was performed by surveying 200 participants, and group differences were analyzed by surveying 700 participants. Finally, 12 items—4 questions for each of the 3 values—were obtained. The test results indicated that the scale has good credibility and validity.