| 摘要: | 本研究旨在探討桃園市公立國民中學教師兼任性別平等業務承辦人員的組成背景及工作壓力感受情形，並探討不同個人背景變項是否會對於壓力感受而有所差異。研究者透過文獻分析將工作壓力來源分為「組織內部運作」、「工作負荷」、「人際支持」及「專業能力」四個項度，並以研究者自編之「性別平等業務承辦人員工作壓力調查問卷」作為研究工具，共發出60份，回收有效問卷為49份，回收率為81.67%。問卷資料採用描述性統計、獨立樣本T檢定、單因子變異數分析及多元迴歸分析進行處理與分析，其研究結果分述如下：
一、性別平等業務承辦人員整體工作壓力感受程度屬「中等程度」的壓力感受。就不同項度而言，壓力感受程度由高至低依序為「工作負荷」、「組織內部運作」、「專業能力」及「人際支持」。
二、不同生理性別、年齡、職務名稱、專業背景及學校所在區域的性別平等業務承辦人員在「整體工作壓力感受」、「組織內部運作」、「工作負荷」、「人際支持」及「專業能力」各項度的工作壓力感受均未達到顯著差異。
三、不同婚姻狀態的承辦人員在「工作負荷」項度上的工作壓力感受達到顯著差異。
四、不同性別平等業務承辦年資的承辦人員在「專業能力」項度上的工作壓力感受達到顯著差異。
五、透過多元迴歸分析發現，工作壓力各項度中「組織內部運作」項度對於預測「工作負荷」感受程度較「人際支持」及「專業能力」項度更具影響力與重要性。
六、性別平等業務承辦人員目前遭遇的實務困境可分為：行政業務負荷過重、校內協辦人力不足、校園性別事件補助經費標準缺乏彈性、校內無法及時掌握性平相關法規修訂與規定及教師性別平等專業知能不足，仍有待加強。所提供的實務建議則為：簡化處理流程並提高調查門檻、設置專責單位處理校園性別平等業務、性別平等業務所需之經費、人力及支援系統應具彈性、加強業務承辦人員職前訓練以及增進校內教師之性別平等意識與知能。
根據上述研究結果對於制度面向及未來研究提供相關建議，以做為行政單位及未來研究之參考。
;The purpose of this study is to discuss the composition background and work stress of Taoyuan city public junior high school teachers who are concurrently responsible for gender equality affairs, and to discuss whether different personal background variables have different effects on stress.
Through literature analysis, the researcher divided the main work stress sources into four levels: "Internal Operations of the Organization", "Workload", "Interpersonal Support" and "Professional Ability", and the research tool were "Work Stress Questionnaire for the Teachers Who Are Concurrently Responsible for Gender Equality Affairs" which was designed by researcher, a total of 60 questionnaires were sent out, and 49 valid questionnaires were recovered, with a recovery rate of 81.67%.
The questionnaire data was analyzed by using the descriptive statistics of Independent Sample t-test,One-way ANOVA and Multiple regression analysis. The conclusions of this study were as following:
1. The overall work stress level of the teachers who are concurrently responsible for gender equality affairs is “Moderate”. At different levels, the order of stress levels from high to low is “Workload”, “Internal Operations of the Organization”, “Professional Ability” and “Interpersonal Support”.
2.There were no significant differences in the work pressure experienced by the teachers who are concurrently responsible for gender equality affairs with different biological genders, ages, job titles, professional backgrounds, and regions of schools, at the levels of "Overall Work Pressure", " Internal Operations of the Organization", "Workload", " Interpersonal Support " and "Professional Ability".
3. There were significant differences in the work pressure experienced by the teachers who are concurrently responsible for gender equality affairs with different marital status at the level of "Workload".
4.There were significant differences in the work pressure experienced by the teachers who are concurrently responsible for gender equality affairs with different job tenure at the level of "Professional Ability”.
5. Through multiple regression analysis, it was found that among the various degrees of work stress, the "internal operations of the organization" item is more influential and important in predicting the degree of "work load" than the "interpersonal support" and "professional ability" items.
6. The current practical difficulties encountered by the teachers who are concurrently responsible for gender equality affairs can be divided into: ” The overload of the administrative work”, “The lack of the co-organizing manpower in school”, “The lack of flexibility in campus gender incidents grant funding standards”, “The school is unable to keep abreast of the revisions and regulations of gender equality laws and regulation”, “The lack of the teacher’s professional knowledge about gender equality”. Followings are the practical suggestions: ”To simplify the processing process and to raise the threshold of the investigation”, “To establish the specialized units with dedicated responsible for the gender equality affairs”, “To retain flexibility in costs, manpower and support systems for the gender equality affairs”, “To strengthen the education training for the teachers who are concurrently responsible for gender equality affairs before they work”, and “To strengthen the awareness and knowledge of gender equality among school teachers”.
Based on the above research results, relevant suggestions are provided for the institutional level and future research, so as to serve as a reference for administrative units and future research. |
