本研究旨在瞭解實習教師求職壓力與因應策略的概況，並分析實習教師的人格類型、背景變項、求職壓力與壓力因應策略間之關係。 本研究採取問卷調查法，以便利取樣的方式，選取實習教師422人為研究對象，以「人格特質量表」、「實習教師求職壓力量表」、「實習教師求職壓力因應策略量表」為研究工具。所蒐集資料以描述統計、T考驗、單因子變異數分析、二因子變異數分析、皮爾遜積差相關等方法進行統計分析。 本研究的主要發現如下： 一、實習教師求職壓力感受程度偏高，而最常採用的壓力因應策略為「問題焦點積極因應」，最少採用的策略為「情緒焦點消極因應」。 二、企業家型、旁觀型、審慎型的實習教師求職壓力感受度較低；衝動型、不安全型、盤算型、複雜型的實習教師求職壓力感受度較高。 三、企業家型及複雜型的實習教師，較常採用問題焦點積極因應的策略；衝動型和不安全型的實習教師，較常採用問題焦點消極因應的策略；企業家型的實習教師較常採用情緒焦點積極因應的策略；不安全型和衝動型的實習教師，較常採用情緒焦點消極因應的策略。 四、女性和小學學程實習教師求職壓力感受度較高。 五、男性實習教師較常採用情緒焦點積極因應的策略；主修教育的實習教師較常採用問題焦點消極因應的策略；小學學程實習教師較常採用問題焦點消極因應和情緒焦點消極因應的策略。 六、求職壓力與問題焦點積極因應、問題焦點消極因應以及情緒焦點消極因應之間存有正相關的關係。 七、教育背景為輔修教育的實習教師，高求職壓力者比中、低求職壓力者較常採用情緒焦點消極因應的策略；同樣為低求職壓力的實習教師，教育背景為主修教育者比輔修教育者較常採用情緒焦點消極因應的策略。 八、旁觀型的實習教師，其求職壓力與問題焦點積極因應、問題焦點消極因應存有正相關的關係；不安全型、審慎型、享樂型、企業家型和複雜型的實習教師，其求職壓力與問題焦點積極因應之間存有正相關的關係；盤算型和衝動型的實習教師，其求職壓力與問題焦點積極因應、情緒焦點消極因應存有正相關的關係。 本研究最後根據研究發現與結果，對教育行政當局、師資培育機構、實習教師及未來研究提出具體建議。 關鍵字：實習教師、求職壓力、因應策略、人格類型

本研究旨在探討國中小實習教師的教師效能感及工作壓力現況，並針對不同背景實習教師分別比較兩者之差異，同時瞭解其間之相關情形，最後研究不同背景變項與教師效能感對工作壓力的預測功能，俾供教育主管機關及實習教師參考。 本研究採問卷調查法，透過文獻探討，蒐集有關實習教師、教師效能感與工作壓力方面的資料，研究工具為自編的「實習教師效能感與工作感受問卷」，其中包括有個人背景資料、教師效能感量表、工作壓力量表及開放性問題等四部分。本研究叢集抽取國中30所、國小60所之桃園縣實習教師500位為樣本，回收有效卷共計414份，回收率82.8%。問卷所得資料以SPSS統計軟體處理，採次數、百分比、平均數、標準差、積差相關、單因子多變量變異數及逐步多元迴歸等統計分析，以回答待答問題。 本研究主要結論如下： 一、實習教師感受整體教師效能感屬中上程度，其中又以「一般教學效能」層面較高 二、實習教師感受工作壓力屬中等程度，以「工作負荷與生涯角色」層面感受較高 三、不同性別實習教師有不同教師效能感受 四、除性別外，不同背景實習教師效能感無顯著差異 五、除實習學校外，不同背景實習教師感受工作壓力無顯著差異存在 六、實習教師效能感之「個人教學效能」與工作壓力之「管教問題與人際溝通」呈現顯著負相關；「一般教學效能」與工作壓力之「工作負荷與生涯角色」及「管教問題與人際溝通」皆呈現顯著負相關 七、實習教師效能感對工作壓力具有效負向預測功能 八、對實習過程而言；近五成實習教師感受快樂或非常快樂，近四成感受有壓力或壓力很大 九、實習教師工作壓力來源，以教師甄試及對未來不確定性、與輔導老師溝通不良、實習工作繁雜、津貼過低等居多 十、實習教師提出心中的感受及建議，值得重視 最後，本研究根據發現及結論，分別就教育主管單位、師資培育機構、實習輔導學校、實習教師及未來研究提出具體相關建議。 / The purposes of this study were to investigate the status of the intern teachers’ sense of efficacy and the job stress, to compare the differences of sense of efficacy and job stress due to different backgrounds, and to examine the correlation between their sense of efficacy and job stress. In conclusion, researched job stress predict function in different background and teachers’ sense of efficacy, I hope to provide references for the educational administration authorities and intern teachers. This study adopts the methods of literature review and questionnaire, aided with literature explore to collect information on intern teachers, teachers’ sense of efficacy, and job stress. The research instrument used was a self-designed survey named “Questionnaire on Intern Teachers about Teachers’ Sense of Efficacy and Job Sense”. The questionnaire consists of four parts: personal background information, teachers’ sense of efficacy, job stress, and opening questions. Study samples were 500 intern teachers from 30 elementary schools and 60 junior high schools in Taoyan County. There were 414 valid surveys received, accounting for 82.8% of the total surveys distributed. Information obtained was statistically with factor analysis, mean, standard deviation, one-way MANOVA, Pearson product-moment correlation test, and multiple stepwise regression analysis of the statistically relation software SPSS. The conclusions obtained from this study are summarized as follows: 1. Inter teachers reached a high middle level of sense of efficacy. The highest level due to general teaching efficacy. 2. Intern teachers’ job stress achieved the middle level. The ”workload and career role” level is the main pressure. 3. Gender differences showed the differences on teachers’ sense of efficacy. 4. No significant correlation on different variables on teachers’ sense of efficacy, but gender backgrounds. 5. No significant correlation on different variables on the job stress, but intern mentor school backgrounds. 6. There is a significant negative correlation between the sense of efficacy dimension of personal teaching efficacy and the job stress dimension of teaching problem and personal relationship. There is the other significant negative correlation between the “general teaching efficacy” aspect of teachers’ sense of efficacy and the “workload and career role” and “teaching problem and personal relationship”. 7. Teachers’ sense of efficacy have the negative predict function on job stress. 8. In the process of Intern teachers’ practice learning, nearly 50% of the intern teachers feel happy or very happiest, and nearly 40% have pressure and the most. 9. The main causes of the job stress on the intern teachers are job interviews and recruitment, uncertainty of one’s future, poor communication with one’s supervisor, complexity of work practice, extremely low allowance, etc. 10. The intern teachers’ feelings about the internship and suggestions are worth paying attention. Finally, based on the research findings and conclusions, here comes some suggestions for our educational administration authorities, teacher-education institutes, intern mentor schools, intern teachers and future studies.

本研究採用台北市政府教育局所發展的「發展性教學輔導系統」作為研究工具，以台北縣一所國中的二位實習教師作為研究對象，進行學校本位教學視導的行動研究，藉以瞭解學校本位教學視導對實習教師在教學輔導上的成效。 本研究先以文獻分析法探討學校本位教學視導的理論內涵，再從實施學校本位教學視導所蒐集的教學觀察、座談回饋、學生反應、教師感想等等相關資料，分析比較二位實習教師在接受學校本位教學視導前後的教學變化情形，並與一位未接受學校本位教學視導的實習教師作對照，最後提出如下的研究發現與建議： 一、研究發現 （一）學校本位管理與教學視導為學校本位教學視導的理論基礎。 （二）學校本位教學視導的實施方式會因校制宜。 （三）實施學校本位教學視導可以幫助教師專業成長，增加教師教學信心；促進教學專業對話，建立教學專業團隊；提高學生學習興趣，提升學生學習效果；培訓教學視導人員，成為校內種子教師。 二、綜合建議 （一）教學視導的規準與指標內容要具體、客觀、明確。 （二）依學校條件與教師需求權變實施學校本位教學視導。 （三）學校本位教學視導應成為學校例行措施。 （四）教師聘約上明文規定教師應接受學校本位教學視導。 （五）師資培育機構協助教育實習學校培訓教學視導人員。 （六）採用質量並行的研究方法繼續後續研究。 / The research adopts Developmental Instructional Assistance Program developed by the bureau of education in Taipei City Government as the study tool. The subjects of the research are two intern teachers who work in a junior high school of Taipei County. In order to realize the effect of school based instructional supervision on intern teachers’ teaching assitance, we proceed the action research of school based instructional supervision. First, the research explores the content of the theory school based instructional supervision by means of literature analysis, And then put it into practice. In the wake of collecting relevant information about teaching observation, discussion feedback, students’ reaction, teachers’opinions etc., analyze and compare the difference of the two intern teachers’teaching, which is compared before accepting schoolbased instructional supervision and after accepting it. Moreover, in contrast with an intern teacher who does not accept school based instructional supervision, we finally bring forward the findings of the research and suggestions as follows： 1. The findings of the research： （1） School based management and instructional supervision are the basis of the theory school based instructional supervision. （2）The method of implementing school based instructional supervision should be alternative. （3）Implementing school based instructional supervision helps teachers cultivate professional, increases teacher’s confidence in teaching, promotes professional conversation in teaching, establishes professional group in teaching, uplifts student’s interest in learning, enhances student’s learning effect, and training instructional supervision personnel to make them beome seed teachers in schools. 2.Integrated suggestions： （1） The content of the standard and indication for instructional supervision must be concrete, objective, and definitive. （2） Delegate and implement school based instructional supervision, depending on school’s conditions and teacher’s needs. （3）School based instructional supervision Should become the routine in schools. （4） It should be clearly stipulated in the formal letter of employment that teacher should accept school based instructional supervision. （5）The teacher training institutes assist educational intern schools to educate and train instructional supervision personnel. （6）Adopt the method of research, which is qualifying accompanied with quantifying, to continue the follow-up research.

本研究主要是以高中職實習教師為對象，探討高中職實習教師工作壓力與教師自我效能關係，並探究相關背景變項(如：性別、實習地區、實習時間、教育背景等)之差異性，藉以提出相關建議，作為師資培育機構及實習學校等相關單位之參考。 本研究提出的研究目的如下： 一、探討不同背景變項高中職實習教師工作壓力的差異情形。 二、瞭解不同背景變項高中職實習教師教師自我效能之差異情形。 三、分析高中職實習教師工作壓力與教師自我效能之間關係。 四、探討高中職實習教師工作壓力對教師自我效能的預測功能。 本研究是以問卷調查的方式，針對基隆市、台北市、台北縣及桃園縣四縣市，共610位公私立高中職實習教師進行調查，問卷調查資料以單因子變異數(one-way ANOVA)、皮爾森積差相關分析(Pearson product-moment correlation)及多元迴歸分析(stepwise multiple regression)進行統計分系，其獲得結果如下： 一、除了實習時間外，不同背景(different variables)的實習教師之工作壓力皆有顯著差異(significant correlation)。 二、不同背景高中職實習教師自我效能，在性別、實習時間、教育背景、學校性質及實習任教領域等四項，有達到顯著性差異。 三、工作壓力之「工作負擔」與教師自我效能之「一般教學效能」呈現顯著的負相關(significant negative correlation)；工作壓力之「人際互動」與教師自我效能之「一般教學效能」呈現顯著的負相關；工作壓力之「教學與管教」與教師自我效能之「個人教學效能」，及「一般教學效能」，均呈現顯著的負相關。 四、工作壓力之教學與管教對教師自我效能具有預測力。 五、高中職實習教師在實習過程中，快樂感受達四成，有壓力感受近三成。 根據以上之分析，提出以下之建議： 一、教育行政機關可擬定實習學校的評鑑機制。 二、建議採取教師資格檢定「先考後實習」兩階段篩選制度。 三、師資培育機構應訂定一套完整的師資培育計畫。 四、強化女性實習教師教師自我效能。 五、實習學校應營造健全的實習輔導制度。 六、實習學校應規劃及輔導實習教師未來生涯發展。 七、私立高職應訂定相關之輔導措施。 八、實習教師應做好自我調適，以因應實習工作。 九、實習教師應做好時間管理，擬定未來生涯發展。 / The object of this study is to inter teachers in senior high school. Search and probe the relationship between job stress and teacher self-efficacy, and study relevant background variables (ex. sex, inter region, inter time period, education background), and then propose related suggestions. The purposes of this study are: 1.To explore different variable on job stress affecting inter teachers in senior high school. 2.To understand different variable on teacher self-efficacy for the inter teachers in senior high school. 3.To analysis the relationship between job stress and teacher self-efficacy for the inter teachers in senior high school. 4.To explore the predictable functions on the job stress and teacher self-efficacy for the inter teachers in senior high school. The study is conducted by the survey method. We survey 610 inter teachers in Keelung city, Taipei city, Taipei county, and Taoyuang county, we statistically analysis the questionnaires by using one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression. The major finding of this research are as follows: 1. Except inter time period, inter teacher with different variables should significant correlation on job stress. 2. Inter teacher in senior high school on self-efficacy with different background showed significant correlation on sex of person, inter time period, educational background, the nature of school, and inter teaching region. 3.“Job burden” under the category of “job stress”, and “general teaching efficacy” under the category of “teacher self-efficacy” showed significant negative correlation. “human interaction” under the category of “job stress” and “general teaching efficacy” under the category of “teacher self-efficacy” revealed significant negative correlation. “teaching and discipline” under the category of “job stress” and “personal teaching efficacy” and “general teaching efficacy” showed significant negative correlation. 4.“Teaching and discipline” under the category of “job stress” revealed predictable effect on inter teacher self-efficacy. 5. During inter time period, 40% of teachers enjoyed happiness. 30% under job stress. According to the above observation and analysis, we propose following suggestions: 1.Educational executive organization should draft or establish school evaluation institution. 2.Suggest two-steps selecting inter teaching system--“test first”, “inter latter”. 3.Teacher breeding organization should settle a complete plan on teacher breeding program. 4.Enhance the self-efficacy function of female inter teachers. 5.Inter school should build a sound “inter assist and guide system”. 6.Inter school should plan and assist inter teacher’s future career development. 7.Private vocational school should build assist-related procedures. 8.Inter teacher should prepare for self-adjustment in order to accommodate or fit into inter works. 9.Inter teacher should pay more attention on time-management plan for the future career development.