新冠肺炎疫情下新北市國小高年級導師工作壓力與因應之研究

Abstract

本研究旨在探討國小高年級導師在疫情期間的工作壓力來源、工作壓力知覺及因應方式，並根據研究結果，了解現場國小高年級導師的工作壓力型態與因應特性，以作為未來實務之建議及相關教育單位參考。在研究方法上，依據臺灣Covid-19疫情期間影響小學授課情形，分為四個時段進行訪談，分別為「疫情爆發後」、「線上教學期間」、「學生復學後」和「疫情再次爆發後」，共訪談五位新北市國小高年級導師，並透過主題分析法分析訪談資料。研究結果發現國小高年級導師在新冠肺炎疫情期間的工作壓力來源有六：（1）教學資源的取得壓力：疫情下導師在轉換教學模式時，有在短時間取得教學資源的壓力；（2）須改變原有的工作壓力：疫情下導師原有工作內容因疫情情形而有所改變，進而產生壓力；（3）新增防疫工作之壓力：疫情下導師成為教育現場上第一線的防疫人員，新增執行防疫工作之壓力；（4）因疫情帶來個人生活的變動：疫情下因環境的不確定性，導師有著因疫情而個人生活上有所變動之壓力；（5）疫情期間的情緒變化：疫情下導師感知到自身工作壓力，有著因疫情政策轉變而起伏的情緒變化；（6）教育系統間的合作壓力：疫情下導師身為教育系統間的合作及配合之溝通橋樑，有著親師溝通、行政配合、同事合作和師生關係之壓力。而針對疫情期間不同的壓力源，教師採取相對應的壓力因應方式。最後，本研究根據研究結果對教育主管機關、學校單位、國小高年級導師工作、生活方面及未來進行之研究，提出相關建議。This study aims to investigate the sources of job stress, the perception of job stress and the coping strategies of elementary school teachers during the Covid-19 pandemic. The data is organized and qualitatively analyzed with methods of thematic analysis. Exploring to the impact of the Covid-19 pandemic in Taiwan on elementary education, participants were asked their experiences of teacher’s duty during four periods, which are “after the Covid-19 outbreak, ” “during online learning, ” “after students back to school” and “after second Covid-19 outbreak.” There are five elementary school teachers in New Taipei City were invited.The result of the research shows the six sources of job stress during the Covid-19 pandemic perceived by the elementary school teachers are as follow: (1) Pressure to obtain teaching resources: Under the pandemic, when teachers change their teaching mode, they have pressure to obtain teaching resources in a short time. (2) The original job pressure must be changed: The original job duty of the teacher has changed due to the pandemic situation, which can cause pressure. (3) New pressure on pandemic prevention work: Under the pandemic, teachers have become frontline pandemic prevention personnel on the education site, and the pressure of implement pandemic prevention work has increased. (4) Changes in personal life due to the pandemic: Under the uncertain environment, teachers have the pressure of personal life changes because of the pandemic. (5) Emotional changes during the pandemic: Under the pandemic period, teachers perceive their own work pressure and have emotional changes that fluctuate due to the change of policies. (6) Cooperation pressure between education systems: Under the pandemic period, teachers as a bridge between education systems have the pressure of parent-teacher communication, administrative cooperation, colleague cooperation and teacher-student relationship. The study also found the ways of coping which that teachers adapt to deal with the pandemic pressure.In conclusion, a number of suggestions based on research results are made to educational administration, school administrative units, teacher’s life and job, and the further research in the future.