臺灣口譯教師工作壓力與職業倦怠

Abstract

本研究旨在調查口譯教師所經歷的工作壓力和倦怠的程度、類型和來源，以及應對這些挑戰的因應方式。15 名臺灣口譯教師填答了一份分為三部分的線上問卷，內容包含馬氏職業倦怠量表（MBI）和職場壓力量表（WSS）。此外，其中 13 名參與者參與了一對一的半結構式訪談。 MBI 和 WSS 的結果顯示口譯教師的整體工作壓力和倦怠程度偏低。但是，訪談結果針對他們的經歷提供更細緻的觀察。多位口譯教師表示，在口譯工作旺季壓力很大，兼顧教學和口譯職責很辛苦，並表達經歷倦怠，倦怠的跡象包含情緒耗竭、冷漠、缺乏耐心和個人成就感低落。參與者還提到了負面的生理、心理和職涯影響，包括睡眠障礙、胃食道逆流、焦慮、憂鬱情緒以及轉換跑道或離職的想法。參與者的壓力源或倦怠源與醫學院教職員相關文獻記載的類似，專任教師的壓力與倦怠來源包括研究義務、官僚庶務、政府或大學規範以及工作時數。兼任教師表示報酬不足、政府或大學規範以及缺乏控制或自主權是他們的主要壓力源或倦怠源。 專任和兼任教師使用類似的因應機制。最常用的策略包括調整心態或接受問題、尋求同儕的支持、拒絕或調整要求，與先前的研究結果一致。學程或學校目前提供的支持和資源包括調課彈性、同儕支持社群、諮商服務以及瑜伽和冥想等放鬆活動。參與者認為增加尋求支持的機制、讓諮商服務更容易取得以及為教學資源提供額外經費會有幫助。為了幫助處理工作壓力和倦怠，口譯老師推薦了務實的策略，例如調整期望、排定任務的優先順序、保持工作與生活的平衡以及準備好緩解壓力的工具。 儘管經歷了壓力和倦怠，參與者仍對口譯教師和口譯員的工作滿意度很高，認為這兩份工作都非常有價值且有意義。此正面的看法可能產生了緩解的作用，抵消了部分工作壓力和倦怠帶來的負面影響。 這項研究探討了口譯教師因工作壓力和倦怠而面臨的多方面挑戰，並強調積極提供組織層級支持的必要性。工作滿意度和離職想法等和工作福祉相關的領域，以及前口譯教師的經驗，值得在未來的研究中進一步探索，以提升我們對支持機制的理解，減低口譯教學領域的倦怠。

This study aims to investigate the levels, types, and sources of occupational stress and burnout experienced by interpreting teachers, along with the coping mechanisms employed to manage these challenges. A three-part online survey, featuring the Maslach Burnout Inventory (MBI) and the Workplace Stress Scale (WSS), was administered to 15 interpreting teachers in Taiwan. Additionally, 13 of these participants engaged in one-on-one semi-structured interviews. Results derived from the MBI and the WSS suggest overall low levels of occupational stress and burnout among the interpreting teachers. However, qualitative insights from the interviews reveal a more nuanced understanding of their experiences. Several interpreting teachers reported significant stress during peak seasons of interpreting work, finding the balance of teaching and interpreting responsibilities demanding, and expressed feelings of burnout. Indications of burnout were cited, such as emotional exhaustion, apathy, lack of patience, and reduced personal accomplishment. Participants also reported negative physical, mental and career-related effects, including sleep disturbances, acid reflux, anxiety, depressive feelings, and intention to switch jobs or resign. Similar stressors or burnout sources to those documented in medical faculty literature were identified, including research obligations, bureaucratic tasks, government or university regulations, and working hours for full-time participants. Part-time teachers cited insufficient compensation, government or university regulations, and a lack of control or autonomy as their primary stressors or burnout sources. Full-time and part-time teachers reported utilizing similar coping mechanisms. The most frequently employed strategies included adjusting mindsets or accepting the problem, seeking support from peers, and declining or adjusting demands, aligning with findings from previous studies. Current support and resources provided by programs or schools included rescheduling flexibility, peer support communities, counseling services, and relaxation activities like yoga and meditation. Participants suggested additional support-seeking mechanisms, increased counseling availability, and extra funding for teaching resources would be beneficial. To help manage occupational stress and burnout, the interpreting teachers recommended pragmatic strategies such as managing expectations, prioritizing tasks, maintaining a work-life balance, and having tools ready for stress relief. Despite experiencing stress and burnout, participants reported high job satisfaction in both roles as interpreting teachers and interpreters, finding both professions incredibly rewarding and meaningful. This positive perception may have served as a mitigating factor, offsetting to some extent the negative impact induced by work-related stress and burnout. This study highlights the multifaceted challenges faced by interpreting teachers due to occupational stress and burnout, underscoring the necessity for proactive organizational support. Areas related to professional well-being, such as job satisfaction and intentions to leave, as well as the experiences of former interpreting teachers, merit further exploration in future studies to enhance our understanding of support mechanisms and mitigate burnout in the field of interpreting teaching.