在社會、經濟、技術及政治快速變遷下，專案的管理方式由於具有彈性及可變性，因此較能因應複雜的外在環境。而在未來越來越複雜的外在環境變化中，專案管理者必須學習處理更廣闊的領域，以導引專案至成功的境界(Tuman, 1986)。 　　而由於專案面臨內在與外在的不確定性及風險，可能不利於專案目標的達成，因此有必要針對專案可能面臨的不利事件加以評估與分析，以瞭解專案風險的衝擊來源，並決定對專案風險的因應方式，以確保專案目標能夠確實達成。本研究嘗試以整體的觀點，涵蓋對專案外在環境特性與內在因應能力的討論，探討如何建立專案風險的管理程序及因應機制，以確保專案風險的發生可能減低，或一旦風險的確發生，風險對於專案所衝擊的不利後果能夠最小。 　　因此本研究選取新產品發展專案為研究對象，以個案訪談法進行，共訪問七個新產品發展專案後，得出研究結果與命題如下： 　　一、在專案風險與環境特性方面 　　命題一　專案風險與環境特性有關，環境特性包括豐富性、集中性與變動性。 　　命題1-1　專案風險與環境豐富性有關。 　　命題1-2　專案風險與環境集中性有關。 　　命題1-3　專案風險與環境變動性有關。 　　二、在專案風險與因應能力方面 　　命題二　專案風險因應能力可降低專案風險；因應能力包括資源取得與調配能力及資訊蒐集與處理能力。 　　命題2-1　專案的資源取得及調配能力可降低專案風險。 　　命題2-2　專案的資訊取得與處理能力可降低專案風險。 　　三、在專案風險因應策略方面 　　根據風險因應時點的不同，專案風險可分事先因應的預應策略，以及事後反應的反應策略。本研究提出預應風險策略包括聯結風險源、降低風險源依賴、增強自身因應能力、配置風險承擔與迴避風險源五種。 　　命題三　專案風險預應策略可降低專案風險。 　　命題3-1　風險因應策略依照專案風險承擔程度的不同，可分為保留型、配置型與迴避型。 　　四、專案風險、因應能力與因應策略關係 　　命題四　專案風險因應策略與專案風險型態有關。專案風險型態可依因應能力高低與風險高低分為四種型態，第一型風險為風險高、因應能力高者，傾向採取預應保留型。第二型風險為風險高、因應能力低者，傾向採取預應配置型或預應迴避型。第三型風險為風險低、因應能力高者，傾向採取反應型策略。第四型風險為風險低、因應能力低者，因應策略的採取須視狀況而定。 　　此外，本研究分別研究並提出專案風險、專案風險管理、專案風險環境特性、專案風險因應能力、專案風險因應策略與因應型態的概念與意義，並釐清環境特性、因應能力與因應策略的關係，以及嘗試建立整合性的風險管理程序。最後依據本研究的專案風險管理程序，針對需求面、通路面、競爭面、技術面、供應面、外包面、資金面、員工面、團隊面九個風險環境構面提出環境特性分析、因應能力分析及因應策略建議。

本研究旨在探討大學生的感恩特質、社會支持、因應型態及幸福感之相互關係，從而建構各變項間可能的影響路徑。研究採問卷調查法，以台灣地區公、私立大學750位大學生為研究對象。研究工具則包含感恩特質量表、社會支持量表、因應型態量表、幸福感量表、GQ-6量表及負向情緒量表等六份量表。本研究採用描述統計、單因子多變量變異數分析及結構方程模式分析資料，研究結果陳述如下： 一、人口變項與感恩特質、社會支持、因應型態、幸福感之關係 （一）不同地區（北、中、南）大學生在感恩特質、社會支持、因應型態及幸福感表現上並無顯著差異存在。 （二）公立學校大學生在感恩特質及社會支持表現上顯著優於私立學校，但在因應型態及幸福感表現上則無顯著差異存在。 （三）不同學院（文、商、理、工、社科、教育、藝術）大學生在感恩特質、社會支持、因應型態及幸福感表現上皆有差異存在。 （四）女大學生在感恩特質、社會支持及因應型態之「情緒取向積極因應」及幸福感得分皆高於男大學生。惟男學大生在因應型態之「問題取向消極因應」得分高於女大學生。 （五）一年級大學生在社會支持之「訊息與實質性支持」得分高於二年級大學生，但在感恩特質、因應型態及幸福感表現上則無顯著的年級差異存在。 （六）不同宗教信仰（無、佛、道、基督/天主、其他）的大學生在感恩特質及社會支持表現上有差異存在，但在因應型態及幸福感表現上則無顯著差異存在。 二、感恩特質與社會支持、因應型態、幸福感之關係 （一）不同感恩特質之大學生在社會支持表現上有差異存在；感恩特質程度較高者，其知覺到「情緒與陪伴性支持」及「訊息與實質性支持」的程度較高。 （二）不同感恩特質之大學生在因應型態表現上有差異存在；感恩特質程度較高者，除較能採取「問題取向積極因應」及「情緒取向積極因應」，亦會較少採取「情緒取向消極因應」。 （三）不同感恩特質之大學生在幸福感表現上有差異存在；感恩特質程度較高者，其知覺到「生活滿意」及「正向情緒」的程度較高。 （四）感恩特質、社會支持及因應型態除對幸福感具正向直接效果，感恩特質也會透過社會支持及因應型態對幸福感產生正向間接效果。此外，社會支持除透過因應型態對幸福感具正向間接效果，因應型態也會透過社會支持對幸福感產生正向間接效果。 最後，根據上述研究結果提出若干意見，以供相關單位與人員在教育及未來研究上之參考。 / The main purposes of this study were to explore the interactive relationships of undergraduates’ gratitude, social support, coping style, and subjective well-being, and further to examine a path model of these variables. The participants in this study were 750 undergraduate students in Taiwan. Moreover, the employed instruments included the Inventory of Gratitude, the Inventory of Social Support, the Inventory of Coping Style, the Inventory of Subjective Well-being, the gratitude questionnaire-6, and the Inventory of Negative Emotion. The collected data was analyzed by descriptive statistics, one-way MANOVA and SEM. The main findings of this study were as follows: 1. The relationships among demographic variables, gratitude, social support, coping style, and subjective well-being. (1) Areas had no effects on the undergraduates’ gratitude, social support, coping style, and subjective well-being. (2) Undergraduate students from public universities had a higher degree of gratitude and social support than those from private universities. However, no differences were found on coping style and subjective well-being between these two groups. (3) College majors had effects on the undergraduates’ degree of gratitude, social support, coping style, and subjective well-being. (4) While the females had a higher degree of gratitude, social support, and emotion-focused positive coping than the males, the males had a higher degree of problem-focused negative coping than the females. (5) The freshmen had a higher level of informational-tangible social support than the sophomores. However, no differences were found on gratitude, coping style, and subjective well-being among the four grade levels. (6) Religious beliefs had effects on the undergraduates’ gratitude and social support, but did not have effects on their coping style and subjective well-being. 2. The relationships among gratitude, social support, coping style, and subjective well-being. (1) Grateful people had a higher degree of emotional-accompanied and informational-tangible social support than less grateful ones. (2) Grateful people tended to utilize more problem-focused positive coping and emotion-focused positive coping than less grateful ones. However, less grateful people tended to utilize more emotion-focused negative coping than more grateful ones. (3) Grateful people had a higher level of life satisfaction and positive emotion than less grateful ones. (4) While gratitude, social support, and coping style positively influenced the undergraduates’ subjective well-being, gratitude positively influenced their subjective well-being via social support and coping style. In addition, while social support positively influenced their subjective well-being via coping style, coping style also positively influenced subjective well-being via social support. Finally, the researcher proposed some suggestions for education and future research.

高房價為國人十大民怨之首，住者有其屋為人們之基本需求，房價過高讓社會大多數民眾負擔不起。孟子說:「有恆產者有恆心，無恆產者無恆心。苟無恆心，放辟邪侈，無不為己。及陷乎罪，然後從而刑之，是罔民也。」政府若不能有效降低房價，將導致社會資源錯誤配置與浪費，對國家社會經濟將有巨大之影響。 本研究以台北市及上海市為標的，詳細檢討兩地房地產政策，根據研究目的，整理過去房地產價格高漲政府管控房價相關措施及方法，近2-3年（2009-2011）房地產價格高漲兩地政府管控房價相關政策措施實施，藉由房地產相關指標、數據資料之呈現，觀察分析政策實施之效益，對市場產生之效果及影響。 最後針對政府管控房價政策提出建議改善方法，提供政府對於房價政策短期及長期一套完整之政策措施，提供未來政策執行之參考。

本研究係以行政院主計總處人事處之非主管人事人員為研究對象，主要目的在探討行政院主計總處人事人員工作壓力之來源類型，並提出紓解行政院主計總處人事人員工作壓力之具體因應對策。本研究主要研究方法為質化研究之文獻分析法及深度訪談法，並以行政院主計總處人事處8位非主管人事人員作為訪談對象，透過分析訪談資料，獲致研究結論如下： 一、行政院主計總處人事人員感受到相當程度之工作壓力。 二、行政院主計總處人事人員工作壓力來源類型可分為三種：（一）與組織有關之工作壓力（二）與工作本身有關之工作壓力（三）與個人有關之工作壓力。 三、行政院主計總處人事人員會綜合使用「問題焦點因應策略」及「情緒焦點因應 策略」。 四、行政院主計總處人事人員在處理與組織、工作本身有關之工作壓力時，會綜合使用「問題焦點因應策略」及「情緒焦點因應策略」；處理與個人有關之工作壓力時，會單獨使用「問題焦點因應策略」。 五、行政院主計總處人事人員可運用適當因應策略紓解工作壓力。 根據以上研究結論，本研究提出建議，以供實務參考。 關鍵字：人事人員、工作壓力、因應策略 / This study takes the Rank-and-file Personnel Staff in Personnel Department of Directorate-General of Budget, Accounting and Statistics, Executive Yuan as the object to discuss what types of work stress they face and post the coping strategies. It mainly apply Qualitative Research’s Document analysis and In-depth Interview to analyze interview data of 8 Rank-and-file Personnel Staff of Personnel Department in Directorate-General of Budget, Accounting and Statistics, Executive Yuan. 1.Staff in Personnel Department of Directorate-General of Budget, Accounting and Statistics, Executive Yuan are under certain degree of work stress. 2.There are three types of work stress：A. Organization-related、B. Work-related、C.Person-related. 3.Staff in Personnel Department of Directorate-General of Budget, Accounting and Statistics, Executive Yuan multiply apply strategies of 「Problem-focus Coping Strategies」and 「Emotion-focusCoping Strategies」 4.Staff in Personnel Department of Directorate-General of Budget, Accounting and Statistics, Executive Yuan multiply apply strategies of 「Problem-focus Coping Strategies」and「Emotion-focus Coping Strategies」to deal with Organization-related and Work-related work stress；individually apply「Problem-focus Coping Strategies」to deal with Person-related work stress. 5.Staff in Personnel Department of Directorate-General of Budget, Accounting and Statistics, Executive Yuan are able apply coping strategies to release work stress. According to the conclusion, the essay is advised for reference to actual situation. Keywords：Personnel Staff,Work Stress, Coping Strategies

近年來越來越多人投入華語教學這個領域，然而華語教師的培訓尚未有一統一的規範。過往有許多關於教師發展歷程的研究，顯示教師的初任階段是奠定未來教育生涯的關鍵期。因此本論文以兩位初任的華語教師為個案研究對象，採取質性研究的半結構式訪談，深入了解研究參與者在教學過程中所遇到來自不同方面的困擾以及他們的因應策略，最後提出結論以及相關建議。 研究結果發現初任教師主要的困擾和成因在專業技巧方面是由於經驗的不足所以不熟悉學生的程度，以及無法預測學生於課堂的反應；而社會情緒方面則是由於缺乏自信心，對於自己的表現還不夠肯定；環境組織方面則是由於大環境政策的不友善，使得教師有後顧之憂。 最後根據個案的研究結果歸納出對於華語教師培訓機構、語言中心以及後續研究的建議。 / More and more people are engaging in Teaching Chinese as Second Language these years. There are many studies on teacher’s development which reveal that the beginning phase is the key phase in a teacher’s career. This study aims to understand the problems beginning teachers might encounter and what are their coping strategies by interviewing two cases. The major findings reveal that their problems originate from three aspects: (1) profession technique: lack understanding of students’ level and their reactions in class; classroom climate (2) self-emotion: lack of confidence; skeptical of self (3) working conditions: unstable income and the lack of welfare And their coping strategies are: asking their colleagues, observing other seniors, talking directly with students. At the end of the thesis, suggestions are given to the TCSL teacher training foundations and language center, to help TCSL teachers get through this unstable phase of teaching career.

本研究旨在探討正向心理介入方案對大學生正向心理的影響，以及正向心理介入方案、正向因應策略與主觀幸福感的關係。受試者為國立政治大學的大學生，有效樣本為130人。本研究採問卷調查法，施以情緒溫度計量表、主觀幸福感量表、臺灣憂鬱情緒量表、臺灣正向比量表、臺灣巔峰幸福感量表、靈性幸福感量表、正向因應策略量表及心理資本量表，並蒐集前測與後測資料。資料分析方法包含：成對樣本t檢定、獨立樣本t檢定、單因子變異數分析、內容分析法及結構方程式模型。本研究主要發現如下： 一、在前、後測方面 （一）大學生在「主觀幸福感」、「主觀幸福感」分量表之「社會幸福感」及「情緒幸福感」、「情緒刻度」、「快樂時間」、「持平時間」、「正向因應策略」、「巔峰幸福感」、「巔峰幸福感」分量表之「正向機能」及「正向情緒」、「靈性幸福感」、「靈性幸福感」分量表之「團體靈性幸福感」、「環境靈性幸福感」及「超然靈性幸福感」、「正向比」、「心理資本」、「心理資本」分量表之「復原力」、「希望」及「樂觀」上有顯著差異。 二、在背景變項方面 （一）不同性別大學生在「正向心理介入方案」上有顯著差異。 （二）不同性別大學生在「負向情緒」上有顯著差異。 （三）不同年級大學生在各背景變項上皆無顯著差異。 三、在結構模式方面 （一）正向心理介入方案對正向因應策略有直接正向效果。 （二）正向心理介入方案對主觀幸福感有直接正向效果。 （三）正向因應策略對主觀幸福感有直接正向效果。 　　最後，研究者根據研究結果與討論，針對高等教育及未來研究提出若干建議。 / The main purpose of this study was to explore the positive psychology intervention effects on college students, and also the relationships among positive psychology interventions, positive coping strategies and subjective well-being. The participants included 130 college students sampled from National Chengchi University. The pretest and posttest data were both collected by questionnaires, including the Emotional Thermometer Scale, the Subjective Well-Being Scale, the Taiwan Depression Scale, the Taiwan Positivity Scale, the Taiwan Flourishing Scale, the Spirituality Well-Being Scale, the Positive Coping Scale, and the Psychological Capital Scale. Moreover, the data analysis was based on paired-samples t-test, independent-sample t-test, one-way ANOVA, content analysis method, and SEM. The main results were summarized as follows: About the pretest and posttest: 1.Students were significantly different in the scores of subjective well-being, social well-being, emotional well-being, emotional degree, happy time, balanced time, positive coping strategy, flourishing well-being, positive function, positive emotion, spirituality well-being, group-spirituality well-being, environment-spirituality well-being, super spirituality well-being, positivity, psychological capital, resilience, hope, and optimism. About the background variables: 1. Students with different gender were significantly different in the scores of positive psychology interventions. 2. Students with different gender were significantly different in the scores of negative emotion. 3. Students with different grade were not significantly different in the scores of background variables. About the structural model: 1. Positive psychology interventions had positive influence on positive coping strategy directly. 2. Positive psychology interventions had positive influence on subjective well-being. 3. Positive coping had positive influence on subjective well-being. Based on the results and discussion of this study, directions of higher education and future research were suggested.

本論文共一冊，約十一萬字，全冊分六章，茲分別說明如下： 第一章 緒論。分三節，說明中美貿易之地位及美國反傾銷法研究之必要。 第二章 傾銷之種類及其經濟效果。分二節，第一節說明各種傾銷的種類；第二節說 明傾銷對進出口國及消費者的影響。 第三章 美國有關反傾銷立法之回顧。分六節，包括一九二一年以前各有關法案之介 紹，及傾銷法成立後之修正經過。 第四章 美國反傾銷法內容之闡釋。分七節，包括程序、價格、資料限制、損害之決 定、傾銷稅之徵課及司法審查。 第五章 我政府及出口業者因應之道。分三節，先說明有道我國產品之案件，再提出 因應措施。 第六章 結論。分二節，第一節簡單介紹有關反傾銷之規定；第二節對全文做一總結 。 附錄：國際反傾銷法典，美國反傾銷法典及問卷原文。

本研究旨在探討國中生樂觀/悲觀傾向、課業壓力評估、課業壓力因應方式與學校生活適應間之關係，以及個人背景變項在這幾個變項間之差異情形，最後並藉由結構方程模式的建立，試圖找出各變項間之相互影響關係。 為達成本研究之目的，首先蒐集相關文獻，加以研覽與分析，據之作為本研究架構的理論基礎。在實徵研究方面，以桃園縣公立國中一至三年級1224名男女學生為受試者，以修訂之「樂觀/悲觀量表」、「壓力評估量表」、「學校生活適應量表」及自編之「課業壓力因應量表」為研究工具，進行問卷調查。所得資料以因素分析、信度分析、描述統計分析、皮爾遜積差相關分析、t考驗、單因子變異數分析及SEM結構方程模式等統計方法加以處理。依分析結果發現：一、國中生之樂觀傾向偏低，悲觀傾向偏高；二、國中生之初級評估結果高而次級評估結果普通；三、國中生最常採取的課業壓力因應方式為「積極情緒焦點因應」，其次為「消極情緒焦點因應」、「積極問題焦點因應」，而最少使用的是「消極問題焦點因應」；四、國中生之學校生活適應情形普通，而在各向度的適應上，以同儕關係適應最佳，學習適應最差；五、國中生之性別在壓力評估、各種壓力因應方式、及多數學校生活適應(學習、同儕關係、師生關係及整體)有顯著差異存在；六、國中生之年級在樂觀/悲觀傾向、次級評估、多數因應方式(積極問題、消極問題、積極情緒)及多數學校生活適應(學習、師生關係、心理適應及整體)有顯著差異存在；七、在各變項間之影響關係上，根據研究者所建構之因果路徑模式圖得知，國中生之樂觀傾向與積極壓力因應方式會導致較佳的學校生活適應情形；國中生之悲觀傾向會透過消極壓力因應方式導致較差的學校生活適應情形；國中生之次級評估結果及樂觀傾向可以預測積極壓力因應方式的使用情形；國中生之次級評估結果及悲觀傾向可以預測消極壓力因應方式的使用情形；若進一步進行影響強弱之分析，則會發現悲觀對學校生活適應不具有預測力存在，而樂觀則對學校生活適應具有高度預測力；積極因應方式對學校生活適應的預測力大於消極因應方式；次級評估對選擇使用積極因應方式的預測力大於樂觀；但次級評估對選擇使用消極因應方式之預測力則小於悲觀。 / The purpose of this research is to discuss the relationship between junior high school students’ optimism/pessimism tendency, academic appraisal ways, academic coping ways, and school-life adjustment; and the differences between junior high school students’ gender and grade differences in these four variables; at last, to find out the influence relation between these variables by establishing a structural equation model. The subjects of this research are 1224 junior high school students in Tao-Yuan. The measures used in this research include: OPI, appraisal scale, academic coping scale, and school-life adjustment scale. And, the statistic methods used in this research include: factor analysis, item analysis, descriptive analysis, T-test, One-way ANOVA, Pearson product-moment correlation, and SEM etc. The findings are as follow: 1.Junior high school students have median-low optimism tendency, median-high pessimism tendency, high primary appraisal, and median secondary appraisal. 2.The frequency of each coping way that junior high school students use most is “positive emotional-focused coping”, then “negative emotional-focused coping”, “positive problem-focused coping”, and “negative problem-focused coping”. 3.Junior high school students have median school-life adjustment, and in all parts of school-life adjustment, junior high school students have the greatest adjustment in “peer-relation” and the worst adjustment in “learning adjustment”. 4.“Age” and “gender” have significant differences in most of the variables. 5.High optimism tendency and positive coping strategy can affect junior high school students’ greater school-life adjustment, and pessimism tendency can only affect their school-life adjustment through negative coping ways; secondary appraisal and optimism tendency can be used to predict positive coping ways; secondary appraisal and pessimism tendency can be used to predict negative coping ways. Further analysis shows that positive coping ways have greater affection on school-life adjustment than negative coping ways; secondary appraisal has greater affection on positive coping ways than optimism and lower affection on negative coping ways than pessimism.

本研究旨在探討國中技藝教育學程學生生活壓力和及因應行為的現況及其間的相關。 本研究係以台北縣國中技藝教育學程學生421人為研究對象，以問卷調查法，分別自17所國中收集所需資料。經以平均數、標準差、差異t考驗、單因子變異國中數分析、薛費事後比較、皮爾遜積差相關、等統計方法進行分析。 結果發現： （一）國中技藝教育學程學生的整體生活壓力並不是很高，可說是偏低。 （二）不同背景之國中技藝教育學程學生的生活壓力確有差異存在。 （三）國中技藝教育學程學生面對壓力時採用因應行為的情形偏高。 （四）不同背景之國中技藝教育學程學生生活壓力的因應行為確有差異存在。 （五）國中技藝教育學程學生生活壓力與因應行為間具顯著正相關。 （六）國中技藝教育學程學生與一般學生的生活壓力及面對壓力時 採用之因應行為有顯著差異。 關健字：國中技藝教育學程、生活壓力、因應行為 / The purpose of this research on investigation is to analyze the relationship with skill-education course students life stress and coping behavior in junior high school. Research data were derived from the basis of questionnaires. The subjects included 421 students drawn from skill-education course classes in 17 junior high schools in Taipei County. The data were analyzed with frequency distribution mean, standard deviation, one-way analysis of variance (ANOVA), Scheffe’s Rule of Post Hoc Tests, Pearson’s correlation statistics method etc.. After data being analyzed, the main findings can be concluded as following: 1. Life stress to skill-education course students in junior high school is not so high. 2. In life stress , there are significant differences among skill-education course students and normal program students in junior high school.. 3. When facing to the stress, most of the skill-education course students adopted coping behavior highly. 4. In coping behavior, there are significant differences among different background skill-education course students in junior high school. 5. Skill-education course students in junior high school are positively related with life stress and coping behavior. 6. When facing to the stress, there are significant differences in life stress and coping behaviors between skill-education course students and normal program students in junior high school. Keywords: skill-education course of the junior high school, life stress , coping behavior.

本研究旨在瞭解北部五縣市國民中學總務主任工作壓力及因應策略的現況。以北部五縣市公立國民中學總務主任為問卷普查對象，共回收214份有效問卷，以SPSS12.0視窗中文版進行資料分析，再施以半結構式訪談，以輔助調查研究之不足，根據分析結果與訪談所得，提出建議。本研究之結論： 一、北部五縣市國民中學總務主任整體的工作壓力感受，屬於中等程度以上，對因應策略的使用狀況偏高。 二、在不同背景變項與工作壓力的關係上： （一）「30歲以下」的總務主任其工作壓力感受較強。 （二）「30歲以下」的總務主任其工作壓力感受較強。 （三）未婚總務主任所感受到的壓力，高於已婚的總務主任。 （四）「任總務主任年資未滿1年」的總務主任工作壓力感受較強。 （五）教育背景不同的總務主任工作壓力有差異。 （六）「偏遠地區」的總務主任工作壓力感受較強。 （七）「12班以下」的總務主任工作壓力感受較強。 三、不同背景的國民小學總務主任壓力因應策略分析： 壓力因應策略的使用上，不因性別、年齡、婚姻狀況、教育背景、任總務主任年資、學校所在地以及學校班級數等因素不同而有所差異。 四、不同壓力感受的總務主任壓力因應策略的分析： 　　工作壓力各層面感受高壓力組的總務主任在因應策略使用的得分顯著高於低壓力組。 最後依據上述的發現與結論，提出對國中總務主任、校長、教育行政主管機關的建議，以供參考。 一、對國中總務主任的建議 （一）增長專業知能，加強專業進修。 （二）落實權責分明，明確職務代理。 （三）強化工友技能，提昇工作績效。 （四）善用壓力對策，化壓力為助力。 二、對校長的建議 （一）訂定輪調制度，增進凝聚力量 （二）建立領導風範，加強溝通授權。 （三）運用獎勵措施，激發工作潛能。 （三）營造優質環境，減少雜務干擾。 三、對教育行政主管機關的建議 （一）修定相關法令，合理配置人力。 （二）加強知識管理，提升行政品質。 （三）成立營繕機構，專責辦理採購。 （四）建立人力資源，因應人力精簡。 （五）精簡公文報表，強化統合視導。 （六）開辦知能研習，增長專業知能。 / A Study on the Job Stress and Coping Strategy of the junior high Schools’ Directors of General Affairs in Northern Taiwan county . ABSTRACT The purpose of this study was to investigate the job stress and coping strategy of the high schools’ directors of general affairs in Northern Taiwan county. This study adopted both of the questionnaires and interviews to achieve the purposes stated above. The focus group included 214 junior high schools’ directors of general affairs in Northern Taiwan county . Four major conclusions of this study were as follows: 1.Perception of job stress of the junior high schools’ directors of general affairs was above average. The coping strategies were used more frequently. 2.the connection between different background and job stress: (1) There were no significant difference about sensitivity with job stress between directors in gender (2) In “ job stress”, the directors of less 30 years old had higher sensitivity than the directors of 41-50 years old . (3) In “ job stress”, the directors of less one year experience had higher Sensitivity than the directors of 5-8 years experiences. (4) In “ job stress”, the single directors had higher sensitivity than the married directors. (5) The job stress that junior high schools’ directors of general affairs differs from different educational background (6) In “ job stress”, the directors of remote districts had higher Sensitivity than the directors of towns and villages . (7) In “ job stress”, the directors of less12 numbers of classes of the school had higher Sensitivity than the directors of over 60 numbers of classes of the school . 3. Analyzing coping strategy of the junior high schools’ directors of general affairs with different background: There were no significant differences about ways of coping between junior high schools’ directors of general affairs in gender,age,marriage,educational backgrounds,years of service,service area,size of school enrollment. 4.Analyzing coping strategy of the directors with different perception of job stress: In coping strategy, the groups with higher sensitivity about “job stress ” got higher point than the groups with lower sensitivity.