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國小教師線上教學的壓力及適應之研究：以心理資本及創新教學為調節變項=A Research of Elementary School Teachers' Online Teaching Pressure and Adaption: Psychological Capital and Innovation Teaching as Moderaing Variables |
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| Author |
姜杭初 (著)=Chiang, Hang-chiu (au.)
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| Date | 2024 |
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| Pages | 75 |
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| Publisher | 玄奘大學應用心理學系碩士在職專班 |
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| Publisher Url |
https://www.hcu.edu.tw/ap/zh-tw/?sh=
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| Location | 新竹市, 臺灣 [Hsinchu shih, Taiwan] |
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| Content type | 博碩士論文=Thesis and Dissertation |
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| Language | 中文=Chinese |
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| Degree | master |
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| Institution | 玄奘大學 |
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| Department | 應用心理學系碩士在職專班 |
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| Advisor | 高旭繁=Kao, Shu-fang |
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| Publication year | 112 |
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| Keyword | 心理資本=psychological capita; 國小教師; 創新教學=innovation teaching; 線上教學壓力=teachers' online pressure; 適應=adaption |
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| Abstract | 因新冠肺炎三級警戒期間，迫使各級學校必須將教學轉為線上進行，無形中也可能增加教師的壓力。本研究旨在了解疫情期間國小教師線上教學壓力（含教學與輔導、行政壓力、時間壓力及親師關係）對適應（內在、工作與人際適應）的影響，並以心理資本及創新教學為調節變項，深究其對線上教學壓力與適應之關係產生的影響。本研究以新竹市國小教師為對象，採用分層抽樣方式進行問卷調查，有效問卷共計 200 份。
結果發現：
1.教師的線上教學壓力與教師適應呈現負相關，即教師的線上教學壓力越大，適應越差。
2.心理資本能調節教師線上教學壓力對適應的影響，亦即心理資本較高者，能弱化教學壓力對適應的負面影響。
3.創新教學能調節教師線上教學壓力對適應的影響，亦即教師具備越高的創新教學效能者，能弱化教學壓力對適應的負面影響。文末，本研究根據上述研究結果，提出相關建議，以供未來研究及教育現場教師實務參考。
Due to COVID-19 pandemic, most schools have adopted online teaching, which increases teachers’ job pressure. The research investigates the effect of elementary school teachers’ online teaching pressure, which includes teaching and counseling, administrative pressure, time pressure, and the relationship between parents and teachers, on adaptation. (intra-personal adjustment, job adjustment interpersonal adjustment) also, psychological capital and innovation teaching as moderating variables have influences on online teaching pressure and adaptation. The participants in this study were elementary school teachers in Hsinchu City. Based on stratified random sampling, there were 200 valid questionnaires.
The conclusions are as follows:
(1) The results show negative coorelation between teachers’ online teaching pressure and teachers’ psychological adjustment. The higer pressure teachers give lessons online, the worse adaptation they could adjust.
(2) Psychological capital can moderate the effect of teachers’ online teaching to adjustment. In conclusion, those with higher psychological capital are able to minimize the negative impact of teaching stress on adaptation.
(3) Innovation teaching can moderate the effect of teachers’ online teaching to adjustment. In conclusion, the higher the effectiveness of teachers in innovative teaching, the more they can reduce the negative impact of teaching stress on adaptation. To conclude, it is hoped that the results can serve as relevant practical suggestions for educators and teachers in the future. |
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| Table of contents | 摘要 i
ABSTRACT ii
誌謝 iii
目錄 iv
表目錄 vi
圖目錄 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第二章 文獻探討 4
第一節 線上教學壓力之研究 4
第二節 教師線上教學壓力之適應 7
第三節 心理資本及其調節角色 11
第四節 教師創新教學及其調節角色 13
第三章 研究方法 17
第一節 研究架構 17
第二節 研究假設 18
第三節 研究對象 18
第四節 研究工具 19
第五節 資料處理 20
第四章 研究結果 22
第一節 教師背景變項及各研究變項描述性分析 22
第二節 不同背景變項在研究變項上的差異分析 26
第三節 研究變項間的相關分析 36
第四節 迴歸分析 38
第五章 研究結論與討論 46
第一節 研究結論 46
第二節 討論 48
第三節 研究限制與建議 50
參考文獻 52
附錄 61 |
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| DOI | https://hdl.handle.net/11296/946v5v |
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| Hits | 194 |
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| Created date | 2024.03.22 |
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| Modified date | 2024.03.22 |
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