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題名 中國幼兒教師工作壓力源對其教師承諾之影響
Pre-School Teacher Stressors in China and Its Impact On Teacher Commitment
作者 鄧琪敏
Deng, Qi-Min
貢獻者 林姿葶
Lin, Tzu-Ting
鄧琪敏
Deng, Qi-Min
關鍵詞 壓力反應模型
工作壓力源
工作倦怠
教師承諾
日期 2019
上傳時間 5-Sep-2019 16:10:58 (UTC+8)
摘要 本研究依據壓力反應模型 (response model of stress) 的觀點，探討幼兒教師人員的工作壓力源「如何」影響其教師承諾與；具體而言，本研究假設幼兒教師之三種工作壓力源（工作負荷、家長不當對待、學生不當行為）皆會透過工作倦怠之中介進而降低教師承諾（學校承諾、學生承諾、教學承諾、職業承諾）。本研究透過問卷調查發，蒐集幼兒教師有效資料共174筆，結果發現幼兒教師之工作壓力源的三個面向皆會導致工作倦怠，並透過工作倦怠之中介降低教師承諾中的「職業承諾」這一面向。本研究將在最後針對理論與實務意涵、研究限制及未來研究方向提出討論。
參考文獻 一、中文部分
李青松、陳若（1999）。<幼兒保育人員工作壓力之探討>。《醫護科技學刊》， 1（2）， 146-161。
李菁菁（2003）。<公立國小附設幼稚園兼行政職務教師工作壓力之研究-以台北縣為例>。《國立花蓮師範學院幼兒教育研究所碩士論文》，未出版， 花蓮。
李新民（2003）。<幼兒教師薪資滿足感、工作壓力與工作滿足感之研究>。 《教育研究》，11，115-1。
吳宗立、林保豐（2003）。< 國民小學教師工作壓力與組織承諾關係之研究>。《行政院國家科學委員會專題研究成果報告》，未出版。
吳宗祐、鍾佩芳、王瑜榛、高凌政、吳溫真、邱淑芬、葉穎蓉（2017）。 <服務人員之情緒要求如何與何時減損服務績效？工作要求-資源模式的觀點>。《人力資源管理學報》。
林心怡（2011）。<教師工作壓力與工作滿意度關係之研究-以彰化縣幼稚園為例>。《朝陽科技大學幼兒保育系學位論文》。
林芳菁（2009）。 <幼兒教師工作壓力與離職傾向之研究-以台南地區為例>。《屏東教育大學學報》。
陳佩汝（2001）。<台北地區托兒所保育人員工作壓力與工作滿意度之研究>。《臺灣師範大學人類發展與家庭學系學位論文》, 1-154。
陳怡靖（2009）。< 台灣地區公私立幼稚園與托兒所教師離職異動之研究: 相關變項與理論之驗證>。
黃寶園（2009）。< 工作壓力對工作滿足，職業倦怠影響之研究：統合分析取向>。《教育心理學報》。
詹棟樑（2007）。<兒童發展與輔導>。《師大書苑出版》。


二、英文部分
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44.
Bolger, K. E., & Patterson, C. J. (2003). Sequelae of child maltreatment: Vulnerability and resilience. Resilience and vulnerability: Adaptation in the context of childhood adversities, 156-181.
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in teaching: a study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59-75.
Brazil, T. M. (2013). An examination of stress in early childhood teachers. Open University Press.
Burley, W. W., Hall, B. W., Villeme, M. G., & Brockmeier, L. L. (1991). A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. American Educational Research Association.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers` self-efficacy beliefs as determinants of job satisfaction and students` academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010). Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers: examining the impact of physical activity behaviors. Journal of health psychology, 15(6), 905-914.
Caulfield, R., & Kataoka-Yahiro, M. (2001). Health training needs of child care professionals. Early Childhood Education Journal, 29(2), 119-123.
Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American educational research journal, 45(3), 597-630.
Chen, J., Silverthorne, C., & Hung, J. (2006). Organization communication, job stress, organizational commitment, and job performance of accounting professionals in Taiwan and America. Leadership & Organization Development Journal,27(4), 242-249.
Chung, L. C., Marvin, C. A., & Churchill, S. L. (2005). Teacher factors associated with preschool teacher‐child relationships: Teaching efficacy and parent-teacher relationships. Journal of Early Childhood Teacher Education, 25(2), 131-142.
Cohen, S., & Lichtenstein, E. (1990). Perceived stress, quitting smoking, and smoking relapse. Health Psychology, 9(4), 466.
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Enochs, L. G., Scharmann, L. C., & Riggs, I. M. (1995). The relationship of pupil control to preservice elementary science teacher self–efficacy and outcome expectancy. Science Education, 79(1), 63-75.
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Innstrand, S. T., Espnes, G. A., & Mykletun, R. (2004). Job stress, burnout and job satisfaction: an intervention study for staff working with people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 17(2), 119-126.
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描述 碩士
國立政治大學
心理學系
1057520251
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1057520251
資料類型 thesis
dc.contributor.advisor 林姿葶zh_TW
dc.contributor.advisor Lin, Tzu-Tingen_US
dc.contributor.author (Authors) 鄧琪敏zh_TW
dc.contributor.author (Authors) Deng, Qi-Minen_US
dc.creator (作者) 鄧琪敏zh_TW
dc.creator (作者) Deng, Qi-Minen_US
dc.date (日期) 2019en_US
dc.date.accessioned 5-Sep-2019 16:10:58 (UTC+8)-
dc.date.available 5-Sep-2019 16:10:58 (UTC+8)-
dc.date.issued (上傳時間) 5-Sep-2019 16:10:58 (UTC+8)-
dc.identifier (Other Identifiers) G1057520251en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/125634-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學系zh_TW
dc.description (描述) 1057520251zh_TW
dc.description.abstract (摘要) 本研究依據壓力反應模型 (response model of stress) 的觀點，探討幼兒教師人員的工作壓力源「如何」影響其教師承諾與；具體而言，本研究假設幼兒教師之三種工作壓力源（工作負荷、家長不當對待、學生不當行為）皆會透過工作倦怠之中介進而降低教師承諾（學校承諾、學生承諾、教學承諾、職業承諾）。本研究透過問卷調查發，蒐集幼兒教師有效資料共174筆，結果發現幼兒教師之工作壓力源的三個面向皆會導致工作倦怠，並透過工作倦怠之中介降低教師承諾中的「職業承諾」這一面向。本研究將在最後針對理論與實務意涵、研究限制及未來研究方向提出討論。zh_TW
dc.description.tableofcontents 第一章 緒論 1
研究背景及目的 1
第二章 文獻回顧與假設 4
第一節：幼兒教師之工作壓力源 4
第二節：壓力源與工作倦怠之關係 8
第三節：工作倦怠之中介效果 9
第三章 研究方法 11
第一節：研究樣本與施測程序 11
第二節：變項衡量 11
第三節：研究工具 12
一、幼兒教師工作壓力源 12
二、教師工作倦怠 12
三、教師承諾 13
四、控制變項 13
第四節：資料分析 13
二、相關分析 14
三、內部一致性信度分析 14
四、因素分析 14
五、結構方程模式 14
第四章 研究結果 15
第一節 相關分析結果 15
一、組織情境變項方面，人口統計學變項統計結果 15
二、幼兒教師壓力源與工作倦怠相關結果 15
三、工作倦怠與效標變項相關結果 15
第二節 結構方程式分析結果 18
一、模式整體模式配適度 18
二、直接效果與間接效果檢驗 20
第五章 討論 23
第一節 研究結果討論 23
一、幼兒教師工作壓力源對工作倦怠的直接效果 23
第二節 理論貢獻與管理意涵 24
一、理論貢獻 24
二、管理意涵 25
第三節 研究限制 26
一、教師壓力源與工作倦怠/工作倦怠與教師承諾的關聯 26
二、取樣偏誤 27
三、外在效度與內在效度 27
四、地區差異 27
第四節 未來研究方向 28
一、調節變項與效標變項的尋找 28
參考文獻 30
一、中文部分 30
二、英文部分 31
附錄一 幼兒教師問卷 36



表目錄
表 一：國內外研究中的教師壓力源 5
表 二：相關總表 17
表 三：假設模式之模式比較 19
表 四：間接效果檢驗 21
表 五：研究假設驗證結果 23

圖目錄
圖 一：研究架構圖 10
圖 二：結構模式的變項間路徑係數估計值 22		zh_TW
dc.format.extent 2139403 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1057520251en_US
dc.subject (關鍵詞) 壓力反應模型zh_TW
dc.subject (關鍵詞) 工作壓力源zh_TW
dc.subject (關鍵詞) 工作倦怠zh_TW
dc.subject (關鍵詞) 教師承諾zh_TW
dc.title (題名) 中國幼兒教師工作壓力源對其教師承諾之影響zh_TW
dc.title (題名) Pre-School Teacher Stressors in China and Its Impact On Teacher Commitmenten_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 一、中文部分
李青松、陳若（1999）。<幼兒保育人員工作壓力之探討>。《醫護科技學刊》， 1（2）， 146-161。
李菁菁（2003）。<公立國小附設幼稚園兼行政職務教師工作壓力之研究-以台北縣為例>。《國立花蓮師範學院幼兒教育研究所碩士論文》，未出版， 花蓮。
李新民（2003）。<幼兒教師薪資滿足感、工作壓力與工作滿足感之研究>。 《教育研究》，11，115-1。
吳宗立、林保豐（2003）。< 國民小學教師工作壓力與組織承諾關係之研究>。《行政院國家科學委員會專題研究成果報告》，未出版。
吳宗祐、鍾佩芳、王瑜榛、高凌政、吳溫真、邱淑芬、葉穎蓉（2017）。 <服務人員之情緒要求如何與何時減損服務績效？工作要求-資源模式的觀點>。《人力資源管理學報》。
林心怡（2011）。<教師工作壓力與工作滿意度關係之研究-以彰化縣幼稚園為例>。《朝陽科技大學幼兒保育系學位論文》。
林芳菁（2009）。 <幼兒教師工作壓力與離職傾向之研究-以台南地區為例>。《屏東教育大學學報》。
陳佩汝（2001）。<台北地區托兒所保育人員工作壓力與工作滿意度之研究>。《臺灣師範大學人類發展與家庭學系學位論文》, 1-154。
陳怡靖（2009）。< 台灣地區公私立幼稚園與托兒所教師離職異動之研究: 相關變項與理論之驗證>。
黃寶園（2009）。< 工作壓力對工作滿足，職業倦怠影響之研究：統合分析取向>。《教育心理學報》。
詹棟樑（2007）。<兒童發展與輔導>。《師大書苑出版》。


二、英文部分
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44.
Bolger, K. E., & Patterson, C. J. (2003). Sequelae of child maltreatment: Vulnerability and resilience. Resilience and vulnerability: Adaptation in the context of childhood adversities, 156-181.
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in teaching: a study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59-75.
Brazil, T. M. (2013). An examination of stress in early childhood teachers. Open University Press.
Burley, W. W., Hall, B. W., Villeme, M. G., & Brockmeier, L. L. (1991). A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. American Educational Research Association.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers` self-efficacy beliefs as determinants of job satisfaction and students` academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010). Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers: examining the impact of physical activity behaviors. Journal of health psychology, 15(6), 905-914.
Caulfield, R., & Kataoka-Yahiro, M. (2001). Health training needs of child care professionals. Early Childhood Education Journal, 29(2), 119-123.
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dc.identifier.doi (DOI) 10.6814/NCCU201901103en_US