教師教學狀況與學生壓力適應之相關研究

Abstract

本研究的目的是探討會影響教師教學的相關變項，以及其與學生適應壓力的相關情形。在教師教學相關變項方面，本研究經由文獻的整理，認為「教師功能」、「教師壓力」、「教師滿意度」會影響教師實際工作表現的最重要變項，而且這三項的教學相關變項會影響學生「壓力適應狀況」。後者包含學生於學校環境的「身心發展」狀況與學生「學校適應」狀況。本研究共分兩部分：研究一的目的為探討教師教學變項；研究二的目的為探討教師「教學相關變項」與學生「壓力適應狀況」之相關情形。研究一以正在任教的國小、國中與高中教師218人為樣本，利用探索性因素分析，顯示「教師教學狀況」量表可以聚集成「個人教學功能」、「一般教學功能」、「教師壓力」、「學校環境滿意度」，以及「教學工作滿意度」等五個因素。經由信效度的檢驗，以這些因素為基礎所形成的各分量尺具有合適之心理計量特性。研究二以23位老師及其任教班級之學生（606人）為樣本，以「教師教學狀況」量表測量教師自評的教學相關變項狀況，並以「學生生活」問卷評估學生壓力適應狀況。結果顯示，教師自評的各「教學相關變項」與學生自評的「師生關係」具有顯著關聯性。此外，在「教學相關變項」中，教師自評的「教學工作滿意度」為預測學生自評的「壓力適應狀況」之最佳預測因子。最後，根據研究結果討論如何藉教學相關變項的評估，提昇教師教學表現，並進一步幫助學生強化壓力適應能力。

The first aim of this study was to investigate variables that might influence teachers’ teaching performance. The second aim was to examine how these variables are related to students’ adaptation to stress. After a thorough review of all the relevant literature, we proposed that “Teacher Function”, “Teacher Stress”, and “Teacher Satisfaction” are the most important variables that would influence teachers’ teaching performance. In turn, these variables were hypothesized to influence students’ “Stress Adaptation”. The construct of “Stress Adaptation” included students’ “Mental Development” and “School Adaptation”.In study 1, participants were 218 teachers who teach in elementary schools, junior high schools, and senior high schools. We used item-analysis and exploratory factor analysis to select items in order to develop the “Teacher Teaching Condition” questionnaire. According to the results of Study 1, the “Different Facets of Teachers’ Teaching Condition” questionnaire was consisted of five factors: “Personal Teaching Function”, “General Teaching Function”, “Teacher Stress”, “School Environment Satisfaction”, and “Teaching Satisfaction”. The questionnaire had good psychometric properties. In Study 2, the “Different Facets of Teachers’ Teaching Condition” questionnaire was administered to 23 teachers to measure their perception of their own teaching performance. In addition, the “Student Life” questionnaire was administered to the students of the 23 teachers to measure their adaptation to stress. According to the results of Study 2, each of the five teaching factors had significant association with students’ evaluations about teachers’ performance. In addition, the results indicated that “Teaching Satisfaction” was the best predictor of students’ stress adaptation. Finally, based on the results of this study, we discussed how to improve teachers’ teaching performance, and ways to strengthen students’ ability to adapt to stress through teaching.