Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 高中職以下教師復原力之後設分析
A Meta-analysis of The Teacher Resilience for Senior High School and Below in Taiwan
作者 張攸萍
貢獻者 吳政達
張攸萍
關鍵詞 教師復原力
後設分析
teacher resilience
meta-analysis
日期 2016
上傳時間 21-Jul-2016 10:41:46 (UTC+8)
摘要 本研究係以「後設分析」為研究方法,共採納國內三十篇「教師復原力」的相關研究,探究高中職以下教師復原力的現況,並探討不同背景變項下教師復原力之差異情形。
研究結果顯示,在個人背景變項部分:女性教師在整體復原力上優於男性教師,年齡為31歲以上之教師優於30歲以下教師,有宗教信仰之教師優於無宗教信仰之教師,已婚教師優於未婚教師,有子女之教師優於無子女之教師,教育程度為研究所以上之教師優於大學以下之教師,工作年資為11年以上之教師在整體復原力上並無顯著優於10年以下之教師,兼任行政職之教師在整體復原力上並無顯著優於未兼任行政職之教師;學校背景變項部分:不同學校規模與所在地在教師復原力上並無顯著差異。
再者,探討影響教師復原力的因子中,女性教師的家庭團結、社會資源、社交能力等因子效果皆顯著優於男性教師,而個人強度與未來希望感因子效果則無顯著差異。
最後,根據研究發現提出具體建議,以供教師、學校、相關教育行政單位及未來研究者參考。
The present research employs meta-analysis as methodology based on the findings of 30 master theses concerning teacher resilience. The purpose of this study is to understand the current status of the teacher resilience for senior high school teachers and below in Taiwan.
The result shows that teachers with different background variables have significant difference of teacher resilience. For gender, the level of female teachers’ resilience was higher than male teachers. For age, teachers aged above 31 outperformed those below 30. For religion, teachers having their religious faith outperformed those who do not. For having children, teachers having their descent(s) performed better than those have none. For marital status, teachers married outperformed those unmarried. For academic levels, teacher with master or doctoral degree outperformed those with university or college degree. However, there were no significant differences among the variables, such as teaching experience, administration positions, school location and size.
Further, I investigated several factors resulting in teacher resilience. Female teachers’ resilience was outperformed than male teachers in family reunion, social resource and social capacity. However, there were no significant difference in personal strength and future organization style.
The findings provide helpful information to teachers, schools, education authorities, and generate practical suggestions for future study.
參考文獻 壹、中文部分
*王淑女(2011)。國中教師自我復原力、教師效能感與幸福感關係之研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
*王淑蓉(2009)。臺北縣市國小教師生活壓力、復原力與身心健康之相關研究(未出版碩士論文)。臺北市立教育大學,臺北市。
王鴻裕(2011)。臺中市國民小學校長復原力之研究(未出版碩士論文)。國立臺中教育大學,臺中市。
白倩如、李仰慈、曾華源(2014)。復原力任務中心社會工作:理論與技術。臺北市:洪葉文化。
全國教師工會總聯合會外事部(2015)。2015世界教師日肯定教師專業—賦權增能建構永續社會。取自:http://goo.gl/WlvxfP
*向芸豌(2014)。新北市國中導師堅毅性格、復原力、班級經營效能對工作壓力的影響(未出版碩士論文)。國立臺灣藝術大學,新北市。
*向倩瑢(2009)。實習教師的自我復原力、創造性轉化和實習感受之關係研究(未出版碩士論文)。國立臺北教育大學,臺北市。
*何湘菱(2014)。嘉南地區國中教師幽默感、自我復原力與教學效能之相關研究(未出版碩士論文)。國立台南大學,臺南市。
*李宛儒(2011)。國民小學教師工作壓力、復原力與教學效能之相關研究(未出版碩士論文)。國立嘉義大學,嘉義市。
李明瑄(2014)。國小教師的生涯發展歷程與自我復原力之個案研究:以一位私立小學教師為例(未出版碩士論文)。國立臺北教育大學,臺北市。
*李建興(2007)。幼兒教師的自我韌性與幸福感之相關研究(未出版碩士論文)。樹德科技大學,高雄市。
李茂能(2015)。傳統整合分析理論與實務:Ess & EXCEL。臺北市:五南。
*李新民、陳密桃(2008)。職場希望信念與職場復原力,組織美德行為之潛在關聯:以幼兒教師為例。當代教育研究季刊,16(4),155-198。
周佩姿(2012)。新北市國小校長工作壓力、復原力與憂鬱行為表現之研究(未出版碩士論文)。國立政治大學,臺北市。
*邱惠娟(2010)。國中教師工作壓力、工作倦怠、復原力與幸福感關係之研究-以台灣中部地區六縣市為例(未出版碩士論文)。國立彰化師範大學,彰化縣。
*侯欣妤(2013)。臺南市國民小學教師工作挫折、工作投入與復原力之關係研究(未出版碩士論文)。國立臺南大學,臺南市。
洪慧芳(譯)(2004)。挫折復原力(原作者:R. Brooks & S. Goldstein)。台北市:天下雜誌。
*姬毓廷(2015)。國中教師休閒運動參與、復原力與工作滿意度關係之研究—以桃園市為例(未出版碩士論文)。中原大學,桃園市。
*張玲玲(2015)。高中職藝術群教師工作壓力、復原力及幸福感之研究(未出版碩士論文)。國立政治大學,臺北市。
張夏菁(譯)(2014)。R錦囊妙計(原作者:P. Teetor)。臺北市:歐萊禮。
*張淑萍(2012)。國中教師工作壓力、自我復原力與幸福感關係之研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
張紹勳(2014)。Meta分析實作:使用Excel與CMA程式。臺北市:五南。
*張雅萍(2012)。國中教師之角色壓力與工作滿意度、情緒耗竭及幸福感之關聯:以韌性、主動性人格為調節變項(未出版碩士論文)。玄奘大學,新竹市。
*張嘉芸(2014)。國中教師感恩、創造性轉化與復原力之研究(未出版碩士論文)。國立臺北教育大學,臺北市。
*梁寶苓(2011)。臺中市國小兼任行政職務教師工作壓力與復原力之關係研究(未出版碩士論文)。國立臺中教育大學,臺中市。
*郭怡慧(2012)。臺南市國中教師工作壓力與職業倦怠關聯之研究—教師復原力與學校支持之調節效果(未出版碩士論文)。國立臺南大學,臺南市。
*郭婷婷(2012)。臺北市公立高中兼任行政職務教師工作壓力、復原力與憂鬱行為表現之研究(未出版碩士論文)。國立政治大學,臺北市。
*陳宜娜(2010)。幼教師職場復原力與職業倦怠之相關研究(未出版碩士論文)。樹德科技大學,高雄市。
*陳秋雅(2012)。新北市國中主任工作壓力及復原力與憂鬱行為表現之研究(未出版碩士論文)。國立政治大學,臺北市。
陳惠冠(2011)。教師生命經驗對於教育現場影響之探究—一種自傳研究(未出版碩士論文)。明道大學,彰化縣。
陳景祥(2014)。R軟體:應用統計方法。臺北市:東華。
陳瑋婷(2011)。教師工作壓力及因應策略相關性之後設分析。教育心理學報,43(2),439-456。
*黃佳瑜(2013)。國小教師職場復原力及幸福感之相關研究(未出版碩士論文)。樹德科技大學,高雄市。
黃寶園(2015)。教師工作壓力之研究:後設分析。高雄師大學報:教育與社會科學類,(38),27-48。
*楊淑雅(2013)。桃園縣公立國民中學教師人格特質、工作壓力與復原力關係之研究(未出版碩士論文)。中原大學,桃園市。
*鄒家芸(2011)。國小教務主任工作壓力、復原力及幸福感之研究-以桃竹苗四縣市為例(未出版碩士論文)。國立政治大學,臺北市。
*劉俊億(2013)。花蓮縣國民小學導師工作壓力與復原力之研究(未出版碩士論文)。國立東華大學,花蓮縣。
*劉美琪(2012)。教育人員職場韌力影響因素之研究—以新竹縣國民小學教師為例(未出版碩士論文)。佛光大學,宜蘭縣。
蕭文(1999)。災變事件前的前置因素對心理復健的影響-復原力的探討與建構。測驗與輔導,156,3249-3253。
*蕭如怡(2010)。國中教師同理心、挫折復原力與工作熱忱之研究(未出版碩士論文)。國立臺北教育大學,臺北市。
*蕭佳純(2015)。教師人格特質,復原力與創意教學關聯之研究:多層次調節式中介效果的探討。特殊教育研究學刊,40(1),85-115。
*蕭美雯(2011)。中部地區國中教師制握信念、復原力與幸福感關係之研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
親子天下雜誌(2016)。2016國際教育4大趨勢。取自: http://new.cwk.com.tw/cgi-bin2/Libo.cgi?
戴芳台(2014)。捲土重來:教師復原力之個案探究。教師專業研究期刊,(7),1-26。
*謝宛廷(2013)。國中代理代課教師壓力、生涯韌性、工作滿意度、工作投入度之相關研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
*鍾佳惠(2014)。桃園縣國民中小學總務主任工作壓力、復原力及工作滿意度之研究(未出版碩士論文)。國立政治大學,臺北市。
*顏耀南(2002)。教師職業倦怠相關變項之後設分析研究(未出版碩士論文)。國立中正大學,嘉義縣。
貳、英文部分
American Psychological Association (2002). The road to resilience. Retrieved from http://www.apa.org/helpcenter/road-resilience.aspx.
Anzures‐Cabrera, J., & Higgins, J. (2010). Graphical displays for meta‐analysis: An overview with suggestions for practice. Research Synthesis Methods, 1(1), 66-80.
Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088-1101.
Begun, A.L. (1993). Human behavior and the social environment: The vulnerability, risk, and resilience model. Journal of Social Work Education, 29(1), 26-36.
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
Benard, B. (1995). Fostering resilience in children. Retrieved from ERIC database. (ED386327)
Block, J. H.,&Block, J. (1980). The role of ego-control and ego-resiliency in the origination of behavior. Development of Cognition, Affect, and Social Relations: The Minnesota Symposia on Child Psychology, 13, 39-101.
Block, J., & Kremen, A. M. (1996). IQ and ego-resiliency: Conceptual and empirical connections and separateness. Journal of Personality and Social Psychology, 70(2), 349-361.
Bonanno, G. A., (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), .20-28.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. New York: Wiley.
Brown, B. L. (1996). Career resilience. Retrieved from ERIC database. (ED402474)
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the united states. Teaching and Teacher Education, 22(7) ,812-825.
Castro, A. J., Kelly, J., & Shin, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629.
Christopher, D., & Qing, G. (2009). Veteran teachers: Commitment, resilience and quality retention. Teachers and Teaching: Theory and Practice, 15(4), 441-457.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18, 76–82.
Coutu, D. L. (2002). How resilience works. Harvard business review, 80(5), 46-56.
Day, C. (2008). Committed for life? Variations in teachers` work, lives and effectiveness. Journal of Educational Change, 9(3), 243-260.
Department for Education (2014). School Workforce in England: November 2014. Retrieved from: https://www.gov.uk/ government/statistics/school-workforce-in- england-november-2014
Doney, P. A. (2013). Fostering resilience: A necessary skill for teacher retention. Journal of Science Teacher Education, 24(4), 645-664.
Dyer, J.G., & McGuinness, T.M. (1996). Resilience: Analysis of the concept. Archives of Psychiatric Nursing, 10(5), 276-282.
Egeland, B., Carlson, E., & Sroufe, L. A. (1993). Resilience as process. Development and Psychopathology, 5, 517-528.
Fraser, M. W., Galinsky, M. J., & Richman, J. M. (1999). Risk, protection, and resilience: Toward a conceptual framework for social work practice. Social Work Research, 23(3), 131-143.
Freitas, A. L., & Downey, G. (1998). Resilience: A dynamic perspective. International Journal of Behavioral Development , 22, 263-285.
Friborg, O., Hjemdal, O., Rosenvinge, J. H., & Martinussen, M. (2003). A new rating scale for adult resilience: what are the central protective resources behind healthy adjustment? International Journal of Methods in Psychiatric Research, 12(2), 65-76.
Friborg, O., Hjemdal, O., Rosenvinge, J. H., Martinussen, M., Aslaksen, P. M., & Flaten, M. A. (2006). Resilience as a moderator of pain and stress. Journal of Psychosomatic Research, 61(2), 213-219.
Greenfield, B. (2015). How can teacher resilience be protected and promoted? Educational & Child Psychology, 32(4), 52-68.
Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316.
Gu, Q., & Day, C. (2013). Challenge to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
Hedges, L. V. (1982). Fitting categorical models to effect sizes from a series of experiments. Journal of Educational and Behavioral Statistics, 7(2), 119-137.
Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic Press.
Hedges, L. V., & Pigott, T. D. (2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9(4), 426-445.
Henley, R. (2010). Resilience enhancing psychosocial programmes for youth in different cultural contexts Evaluation and research. Progress in Development Studies, 10(4), 295-307.
Higgins, J., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in Medicine, 21(11), 1539-1558.
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420.
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in Education (CARE): Results of two Pilot Studies. Journal of Classroom Interaction, 46(1), 37-48.
Johnson J. L. & Wiechelt, S. A. (2004). Introduction to the special issue on Resilience. Substance Use & Misuse, 39(5), 657-670.
Klein, R. J., Nicholls, R. J., & Thomalla, F. (2003). Resilience to natural hazards: How useful is this concept? Global Environmental Change Part B: Environmental Hazards, 5(1), 35-45.
Konrad, K., & Bronson, J. (1997). Handling Difficult Times and Learning Resiliency. (Are You Working with the Heartwood or Just the Bark?) Retrieved from ERIC database. (ED414139)
Kyriacou, C. (2001). Teacher Stress: Directions for Future Research. Educational Review, 53(1), 27-35.
Lauchlan, F., Gibbs, S., & Dunsmuir, S. (2012). Teachers’ wellbeing: Guest editorial. Educational & Child Psychology, 29(4), 5–7.
Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(5), 717-723.
Luthans, F. & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational dynamics, 33(2), 143-160.
Luthar, S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62, 600-616.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3): 543-562.
Malloy, W. W., & Allen, T. (2007). Teacher retention in a teacher resiliency-building rural school. Rural Educator, 28(2), 19-27.
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). Don`t sweat the small stuff: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357-367.
Masten, A. S., Garmezy, N., Tellegen, A., Pellegrini, D. S., Larkin, K., & Larsen, A. (1988). Competence and stress in school children: The moderating effects of individual and family qualities. Journal of Child Psychology and Psychiatry, 29(6), 745-764.
Miller, E. D. (2003). Reconceptualizing the role of resiliency in coping and therapy. Journal of Loss & Trauma, 8(4), 239-246.
Murray, C. (2003). Risk factors, protective factors, vulnerability, and resilience a framework for understanding and supporting the adult Transitions of youth with high-incidence disabilities. Remedial and Special Education, 24(1), 16-26.
Neill, J. T., & Dias, K. L. (2001). Adventure education and resilience: the double-edged sword. Journal of Adventure Education and Outdoor Learning, 1(2), 35-42.
O`sullivan, M. (2006). Professional lives of Irish physical education teachers: Stories of resilience, respect and resignation. Physical Education and Sport Pedagogy, 11(3), 265-284.
Patterson, J. H., Collins, L., & Abbott, G. (2004). A study of teacher resilience in urban schools. Journal of Instructional Psychology, 31(1), 3-11.
Rak, C. F., & Patterson, L. E. (1996). Promoting Resilience in At-Risk Children. Journal of Counseling & Development, 74(4), 368-373.
Ramcharan, S. (2009). Mauritius: Architects of the nation- Teachers` day was celebrated in Quatre-Bornes last year. Retrieved from: http://allafrica.com/stories/200710030794.html
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58, 307–321.
Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of adolescent health, 14(8), 626-631.
Rutter, M.(1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.
Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681–701.
Schwarzer, G. (2016). General Package for Meta-Analysis. Retrieved from https://cran.r-project.org/web/packages/meta/meta.pdf
Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. San Diego, CA: Academic press.
Sterne, J. (2009). Meta-analysis in stata: An updated collection from the stata journal. College Station, TX: Stata Press.
Sumsion, J. (2003). `Bad Days don`t Kill You; They Just Make you Stronger`: A case study of an early childhood educator`s resilience. International Journal of Early Years Education, 11(2), 141-154.
Sumsion, J. (2004). Early childhood teachers` constructions of their resilience and thriving: A continuing investigation. International Journal of Early Years Education, 12(3), 275-290.
Sutton, A. J., Duval, S. J., Tweedie, R. L., Abrams, K. R., & Jones, D. R. (2000). Empirical assessment of effect of publication bias on meta-analyses. Bmj, 320(7249), 1574-1577.
Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4): 57-75.
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86, 320-333.
Tusaie, K., & Dyer, J. (2004). Resilience: A historical review of the construct. Holistic Nursing Practice, 18(1), 3-10.
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1-48.
Viechtbauer, W. (2015). Meta-Analysis Package for R. Retrieved from https://cran.r-project.org/web/packages/metafor/metafor.pdf
Waller, M. A. (2001). Resilience in ecosystemic context: Evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290-297.
Walsh, F. (2002). A family resilience framework: Innovative practice applications. Family Relations, 51(2), 130-137.
Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw Hill.
Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Health and quality of life outcomes, 9(8), 1-18.
Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59-76.
描述 碩士
國立政治大學
教育學系
103152009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103152009
資料類型 thesis
dc.contributor.advisor 吳政達zh_TW
dc.contributor.author (Authors) 張攸萍zh_TW
dc.creator (作者) 張攸萍zh_TW
dc.date (日期) 2016en_US
dc.date.accessioned 21-Jul-2016 10:41:46 (UTC+8)-
dc.date.available 21-Jul-2016 10:41:46 (UTC+8)-
dc.date.issued (上傳時間) 21-Jul-2016 10:41:46 (UTC+8)-
dc.identifier (Other Identifiers) G0103152009en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99448-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 103152009zh_TW
dc.description.abstract (摘要) 本研究係以「後設分析」為研究方法,共採納國內三十篇「教師復原力」的相關研究,探究高中職以下教師復原力的現況,並探討不同背景變項下教師復原力之差異情形。
研究結果顯示,在個人背景變項部分:女性教師在整體復原力上優於男性教師,年齡為31歲以上之教師優於30歲以下教師,有宗教信仰之教師優於無宗教信仰之教師,已婚教師優於未婚教師,有子女之教師優於無子女之教師,教育程度為研究所以上之教師優於大學以下之教師,工作年資為11年以上之教師在整體復原力上並無顯著優於10年以下之教師,兼任行政職之教師在整體復原力上並無顯著優於未兼任行政職之教師;學校背景變項部分:不同學校規模與所在地在教師復原力上並無顯著差異。
再者,探討影響教師復原力的因子中,女性教師的家庭團結、社會資源、社交能力等因子效果皆顯著優於男性教師,而個人強度與未來希望感因子效果則無顯著差異。
最後,根據研究發現提出具體建議,以供教師、學校、相關教育行政單位及未來研究者參考。
zh_TW
dc.description.abstract (摘要) The present research employs meta-analysis as methodology based on the findings of 30 master theses concerning teacher resilience. The purpose of this study is to understand the current status of the teacher resilience for senior high school teachers and below in Taiwan.
The result shows that teachers with different background variables have significant difference of teacher resilience. For gender, the level of female teachers’ resilience was higher than male teachers. For age, teachers aged above 31 outperformed those below 30. For religion, teachers having their religious faith outperformed those who do not. For having children, teachers having their descent(s) performed better than those have none. For marital status, teachers married outperformed those unmarried. For academic levels, teacher with master or doctoral degree outperformed those with university or college degree. However, there were no significant differences among the variables, such as teaching experience, administration positions, school location and size.
Further, I investigated several factors resulting in teacher resilience. Female teachers’ resilience was outperformed than male teachers in family reunion, social resource and social capacity. However, there were no significant difference in personal strength and future organization style.
The findings provide helpful information to teachers, schools, education authorities, and generate practical suggestions for future study.
en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 6
第三節 重要名詞釋義 7
第四節 研究流程 8
第五節 研究範圍與限制 10
第二章 文獻探討 12
第一節 教師復原力之重要內涵 12
第二節 國外有關教師復原力之相關研究 29
第三節 國內有關教師復原力之相關研究 37
第三章 研究設計與實施 48
第一節 研究方法 48
第二節 研究架構 54
第三節 研究假設 55
第四節 樣本搜尋策略與納入原則 56
第五節 資料處理與統計分析 58
第四章 研究結果分析與討論 60
第一節 基本統計量分析 60
第二節 個人背景變項與教師復原力之效果量分析 63
第三節 學校背景變項與教師復原力之效果量分析 94
第四節 教師復原力相關研究之因子效果量分析 101
第五節 研究假設驗證結果 118
第五章 結論與建議 120
第一節 研究結論 120
第二節 研究建議 122
參考文獻 125
壹、中文部分 125
貳、英文部分 129
附錄:後設分析之樣本資料 135
zh_TW
dc.format.extent 2809372 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103152009en_US
dc.subject (關鍵詞) 教師復原力zh_TW
dc.subject (關鍵詞) 後設分析zh_TW
dc.subject (關鍵詞) teacher resilienceen_US
dc.subject (關鍵詞) meta-analysisen_US
dc.title (題名) 高中職以下教師復原力之後設分析zh_TW
dc.title (題名) A Meta-analysis of The Teacher Resilience for Senior High School and Below in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 壹、中文部分
*王淑女(2011)。國中教師自我復原力、教師效能感與幸福感關係之研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
*王淑蓉(2009)。臺北縣市國小教師生活壓力、復原力與身心健康之相關研究(未出版碩士論文)。臺北市立教育大學,臺北市。
王鴻裕(2011)。臺中市國民小學校長復原力之研究(未出版碩士論文)。國立臺中教育大學,臺中市。
白倩如、李仰慈、曾華源(2014)。復原力任務中心社會工作:理論與技術。臺北市:洪葉文化。
全國教師工會總聯合會外事部(2015)。2015世界教師日肯定教師專業—賦權增能建構永續社會。取自:http://goo.gl/WlvxfP
*向芸豌(2014)。新北市國中導師堅毅性格、復原力、班級經營效能對工作壓力的影響(未出版碩士論文)。國立臺灣藝術大學,新北市。
*向倩瑢(2009)。實習教師的自我復原力、創造性轉化和實習感受之關係研究(未出版碩士論文)。國立臺北教育大學,臺北市。
*何湘菱(2014)。嘉南地區國中教師幽默感、自我復原力與教學效能之相關研究(未出版碩士論文)。國立台南大學,臺南市。
*李宛儒(2011)。國民小學教師工作壓力、復原力與教學效能之相關研究(未出版碩士論文)。國立嘉義大學,嘉義市。
李明瑄(2014)。國小教師的生涯發展歷程與自我復原力之個案研究:以一位私立小學教師為例(未出版碩士論文)。國立臺北教育大學,臺北市。
*李建興(2007)。幼兒教師的自我韌性與幸福感之相關研究(未出版碩士論文)。樹德科技大學,高雄市。
李茂能(2015)。傳統整合分析理論與實務:Ess & EXCEL。臺北市:五南。
*李新民、陳密桃(2008)。職場希望信念與職場復原力,組織美德行為之潛在關聯:以幼兒教師為例。當代教育研究季刊,16(4),155-198。
周佩姿(2012)。新北市國小校長工作壓力、復原力與憂鬱行為表現之研究(未出版碩士論文)。國立政治大學,臺北市。
*邱惠娟(2010)。國中教師工作壓力、工作倦怠、復原力與幸福感關係之研究-以台灣中部地區六縣市為例(未出版碩士論文)。國立彰化師範大學,彰化縣。
*侯欣妤(2013)。臺南市國民小學教師工作挫折、工作投入與復原力之關係研究(未出版碩士論文)。國立臺南大學,臺南市。
洪慧芳(譯)(2004)。挫折復原力(原作者:R. Brooks & S. Goldstein)。台北市:天下雜誌。
*姬毓廷(2015)。國中教師休閒運動參與、復原力與工作滿意度關係之研究—以桃園市為例(未出版碩士論文)。中原大學,桃園市。
*張玲玲(2015)。高中職藝術群教師工作壓力、復原力及幸福感之研究(未出版碩士論文)。國立政治大學,臺北市。
張夏菁(譯)(2014)。R錦囊妙計(原作者:P. Teetor)。臺北市:歐萊禮。
*張淑萍(2012)。國中教師工作壓力、自我復原力與幸福感關係之研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
張紹勳(2014)。Meta分析實作:使用Excel與CMA程式。臺北市:五南。
*張雅萍(2012)。國中教師之角色壓力與工作滿意度、情緒耗竭及幸福感之關聯:以韌性、主動性人格為調節變項(未出版碩士論文)。玄奘大學,新竹市。
*張嘉芸(2014)。國中教師感恩、創造性轉化與復原力之研究(未出版碩士論文)。國立臺北教育大學,臺北市。
*梁寶苓(2011)。臺中市國小兼任行政職務教師工作壓力與復原力之關係研究(未出版碩士論文)。國立臺中教育大學,臺中市。
*郭怡慧(2012)。臺南市國中教師工作壓力與職業倦怠關聯之研究—教師復原力與學校支持之調節效果(未出版碩士論文)。國立臺南大學,臺南市。
*郭婷婷(2012)。臺北市公立高中兼任行政職務教師工作壓力、復原力與憂鬱行為表現之研究(未出版碩士論文)。國立政治大學,臺北市。
*陳宜娜(2010)。幼教師職場復原力與職業倦怠之相關研究(未出版碩士論文)。樹德科技大學,高雄市。
*陳秋雅(2012)。新北市國中主任工作壓力及復原力與憂鬱行為表現之研究(未出版碩士論文)。國立政治大學,臺北市。
陳惠冠(2011)。教師生命經驗對於教育現場影響之探究—一種自傳研究(未出版碩士論文)。明道大學,彰化縣。
陳景祥(2014)。R軟體:應用統計方法。臺北市:東華。
陳瑋婷(2011)。教師工作壓力及因應策略相關性之後設分析。教育心理學報,43(2),439-456。
*黃佳瑜(2013)。國小教師職場復原力及幸福感之相關研究(未出版碩士論文)。樹德科技大學,高雄市。
黃寶園(2015)。教師工作壓力之研究:後設分析。高雄師大學報:教育與社會科學類,(38),27-48。
*楊淑雅(2013)。桃園縣公立國民中學教師人格特質、工作壓力與復原力關係之研究(未出版碩士論文)。中原大學,桃園市。
*鄒家芸(2011)。國小教務主任工作壓力、復原力及幸福感之研究-以桃竹苗四縣市為例(未出版碩士論文)。國立政治大學,臺北市。
*劉俊億(2013)。花蓮縣國民小學導師工作壓力與復原力之研究(未出版碩士論文)。國立東華大學,花蓮縣。
*劉美琪(2012)。教育人員職場韌力影響因素之研究—以新竹縣國民小學教師為例(未出版碩士論文)。佛光大學,宜蘭縣。
蕭文(1999)。災變事件前的前置因素對心理復健的影響-復原力的探討與建構。測驗與輔導,156,3249-3253。
*蕭如怡(2010)。國中教師同理心、挫折復原力與工作熱忱之研究(未出版碩士論文)。國立臺北教育大學,臺北市。
*蕭佳純(2015)。教師人格特質,復原力與創意教學關聯之研究:多層次調節式中介效果的探討。特殊教育研究學刊,40(1),85-115。
*蕭美雯(2011)。中部地區國中教師制握信念、復原力與幸福感關係之研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
親子天下雜誌(2016)。2016國際教育4大趨勢。取自: http://new.cwk.com.tw/cgi-bin2/Libo.cgi?
戴芳台(2014)。捲土重來:教師復原力之個案探究。教師專業研究期刊,(7),1-26。
*謝宛廷(2013)。國中代理代課教師壓力、生涯韌性、工作滿意度、工作投入度之相關研究(未出版碩士論文)。國立彰化師範大學,彰化縣。
*鍾佳惠(2014)。桃園縣國民中小學總務主任工作壓力、復原力及工作滿意度之研究(未出版碩士論文)。國立政治大學,臺北市。
*顏耀南(2002)。教師職業倦怠相關變項之後設分析研究(未出版碩士論文)。國立中正大學,嘉義縣。
貳、英文部分
American Psychological Association (2002). The road to resilience. Retrieved from http://www.apa.org/helpcenter/road-resilience.aspx.
Anzures‐Cabrera, J., & Higgins, J. (2010). Graphical displays for meta‐analysis: An overview with suggestions for practice. Research Synthesis Methods, 1(1), 66-80.
Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088-1101.
Begun, A.L. (1993). Human behavior and the social environment: The vulnerability, risk, and resilience model. Journal of Social Work Education, 29(1), 26-36.
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
Benard, B. (1995). Fostering resilience in children. Retrieved from ERIC database. (ED386327)
Block, J. H.,&Block, J. (1980). The role of ego-control and ego-resiliency in the origination of behavior. Development of Cognition, Affect, and Social Relations: The Minnesota Symposia on Child Psychology, 13, 39-101.
Block, J., & Kremen, A. M. (1996). IQ and ego-resiliency: Conceptual and empirical connections and separateness. Journal of Personality and Social Psychology, 70(2), 349-361.
Bonanno, G. A., (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), .20-28.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. New York: Wiley.
Brown, B. L. (1996). Career resilience. Retrieved from ERIC database. (ED402474)
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the united states. Teaching and Teacher Education, 22(7) ,812-825.
Castro, A. J., Kelly, J., & Shin, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629.
Christopher, D., & Qing, G. (2009). Veteran teachers: Commitment, resilience and quality retention. Teachers and Teaching: Theory and Practice, 15(4), 441-457.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18, 76–82.
Coutu, D. L. (2002). How resilience works. Harvard business review, 80(5), 46-56.
Day, C. (2008). Committed for life? Variations in teachers` work, lives and effectiveness. Journal of Educational Change, 9(3), 243-260.
Department for Education (2014). School Workforce in England: November 2014. Retrieved from: https://www.gov.uk/ government/statistics/school-workforce-in- england-november-2014
Doney, P. A. (2013). Fostering resilience: A necessary skill for teacher retention. Journal of Science Teacher Education, 24(4), 645-664.
Dyer, J.G., & McGuinness, T.M. (1996). Resilience: Analysis of the concept. Archives of Psychiatric Nursing, 10(5), 276-282.
Egeland, B., Carlson, E., & Sroufe, L. A. (1993). Resilience as process. Development and Psychopathology, 5, 517-528.
Fraser, M. W., Galinsky, M. J., & Richman, J. M. (1999). Risk, protection, and resilience: Toward a conceptual framework for social work practice. Social Work Research, 23(3), 131-143.
Freitas, A. L., & Downey, G. (1998). Resilience: A dynamic perspective. International Journal of Behavioral Development , 22, 263-285.
Friborg, O., Hjemdal, O., Rosenvinge, J. H., & Martinussen, M. (2003). A new rating scale for adult resilience: what are the central protective resources behind healthy adjustment? International Journal of Methods in Psychiatric Research, 12(2), 65-76.
Friborg, O., Hjemdal, O., Rosenvinge, J. H., Martinussen, M., Aslaksen, P. M., & Flaten, M. A. (2006). Resilience as a moderator of pain and stress. Journal of Psychosomatic Research, 61(2), 213-219.
Greenfield, B. (2015). How can teacher resilience be protected and promoted? Educational & Child Psychology, 32(4), 52-68.
Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316.
Gu, Q., & Day, C. (2013). Challenge to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
Hedges, L. V. (1982). Fitting categorical models to effect sizes from a series of experiments. Journal of Educational and Behavioral Statistics, 7(2), 119-137.
Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic Press.
Hedges, L. V., & Pigott, T. D. (2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9(4), 426-445.
Henley, R. (2010). Resilience enhancing psychosocial programmes for youth in different cultural contexts Evaluation and research. Progress in Development Studies, 10(4), 295-307.
Higgins, J., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in Medicine, 21(11), 1539-1558.
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420.
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in Education (CARE): Results of two Pilot Studies. Journal of Classroom Interaction, 46(1), 37-48.
Johnson J. L. & Wiechelt, S. A. (2004). Introduction to the special issue on Resilience. Substance Use & Misuse, 39(5), 657-670.
Klein, R. J., Nicholls, R. J., & Thomalla, F. (2003). Resilience to natural hazards: How useful is this concept? Global Environmental Change Part B: Environmental Hazards, 5(1), 35-45.
Konrad, K., & Bronson, J. (1997). Handling Difficult Times and Learning Resiliency. (Are You Working with the Heartwood or Just the Bark?) Retrieved from ERIC database. (ED414139)
Kyriacou, C. (2001). Teacher Stress: Directions for Future Research. Educational Review, 53(1), 27-35.
Lauchlan, F., Gibbs, S., & Dunsmuir, S. (2012). Teachers’ wellbeing: Guest editorial. Educational & Child Psychology, 29(4), 5–7.
Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(5), 717-723.
Luthans, F. & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational dynamics, 33(2), 143-160.
Luthar, S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62, 600-616.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3): 543-562.
Malloy, W. W., & Allen, T. (2007). Teacher retention in a teacher resiliency-building rural school. Rural Educator, 28(2), 19-27.
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). Don`t sweat the small stuff: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357-367.
Masten, A. S., Garmezy, N., Tellegen, A., Pellegrini, D. S., Larkin, K., & Larsen, A. (1988). Competence and stress in school children: The moderating effects of individual and family qualities. Journal of Child Psychology and Psychiatry, 29(6), 745-764.
Miller, E. D. (2003). Reconceptualizing the role of resiliency in coping and therapy. Journal of Loss & Trauma, 8(4), 239-246.
Murray, C. (2003). Risk factors, protective factors, vulnerability, and resilience a framework for understanding and supporting the adult Transitions of youth with high-incidence disabilities. Remedial and Special Education, 24(1), 16-26.
Neill, J. T., & Dias, K. L. (2001). Adventure education and resilience: the double-edged sword. Journal of Adventure Education and Outdoor Learning, 1(2), 35-42.
O`sullivan, M. (2006). Professional lives of Irish physical education teachers: Stories of resilience, respect and resignation. Physical Education and Sport Pedagogy, 11(3), 265-284.
Patterson, J. H., Collins, L., & Abbott, G. (2004). A study of teacher resilience in urban schools. Journal of Instructional Psychology, 31(1), 3-11.
Rak, C. F., & Patterson, L. E. (1996). Promoting Resilience in At-Risk Children. Journal of Counseling & Development, 74(4), 368-373.
Ramcharan, S. (2009). Mauritius: Architects of the nation- Teachers` day was celebrated in Quatre-Bornes last year. Retrieved from: http://allafrica.com/stories/200710030794.html
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58, 307–321.
Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of adolescent health, 14(8), 626-631.
Rutter, M.(1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.
Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681–701.
Schwarzer, G. (2016). General Package for Meta-Analysis. Retrieved from https://cran.r-project.org/web/packages/meta/meta.pdf
Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. San Diego, CA: Academic press.
Sterne, J. (2009). Meta-analysis in stata: An updated collection from the stata journal. College Station, TX: Stata Press.
Sumsion, J. (2003). `Bad Days don`t Kill You; They Just Make you Stronger`: A case study of an early childhood educator`s resilience. International Journal of Early Years Education, 11(2), 141-154.
Sumsion, J. (2004). Early childhood teachers` constructions of their resilience and thriving: A continuing investigation. International Journal of Early Years Education, 12(3), 275-290.
Sutton, A. J., Duval, S. J., Tweedie, R. L., Abrams, K. R., & Jones, D. R. (2000). Empirical assessment of effect of publication bias on meta-analyses. Bmj, 320(7249), 1574-1577.
Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4): 57-75.
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86, 320-333.
Tusaie, K., & Dyer, J. (2004). Resilience: A historical review of the construct. Holistic Nursing Practice, 18(1), 3-10.
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1-48.
Viechtbauer, W. (2015). Meta-Analysis Package for R. Retrieved from https://cran.r-project.org/web/packages/metafor/metafor.pdf
Waller, M. A. (2001). Resilience in ecosystemic context: Evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290-297.
Walsh, F. (2002). A family resilience framework: Innovative practice applications. Family Relations, 51(2), 130-137.
Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw Hill.
Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Health and quality of life outcomes, 9(8), 1-18.
Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59-76.
zh_TW