首頁 / 雜誌 / 社會分析 / 201708 (15期) / 教學、研究、行政:大學教師工作情境對客觀工作分量、主觀工作壓力之影響
  • 出版單位:東吳大學社會系;輔仁大學社會系;世新大學社會心理學系
中文篇名

教學、研究、行政:大學教師工作情境對客觀工作分量、主觀工作壓力之影響 免費試閱

英文篇名

Teaching, Research and Administration: Impact of Faculties’ Work Situation / Condition on Objective Working Time and Subjective Work Stress in the Universities

作者

林大森莊致嘉

中文摘要

本研究探討台灣大學教師的客觀工作分量與主觀工作壓力。大學教師被賦予教學、研究與行政等責任,然而不同的工作情境與條件,如何造成大學教師的工作分量與工作壓力?不同的學校類型、教師職級之間又存在什麼樣的差異?本研究將深入探究此一議題。本研究以「台灣高等教育整合資料庫」大專教師調查為分析資料,探索教師的工作分量和工作壓力。研究發現:一、工作情境與工作分量之間沒有太明確的關聯,但對工作壓力有顯著的影響效果;二、沉重的教學、行政分量會造成主觀上的工作壓力,但研究分量卻與研究壓力呈負相關;三、在工作情境影響工作表現的過程中,會因學校類型、教師職級的不同而有差異,但作用並非全面性。本研究所獲得之研究結果不但可以瞭解大學教師的工作現況,亦可豐富台灣教育分流之學術積累。

英文摘要

This study explores that objective working time and subjective work stress for faculties in the universities of Taiwan. Teachers in the university are required to burden teaching, research and administration duties. Under different work environments and work conditions, what do they react about working time and work stress? What are obvious disparities between general university and university of technology? This article will intend to explore this topic. Based on the analyses of Taiwan Integrated Postsecondary Education Database (TIPED) for a representative sample from universities’ teachers, this study investigates the working time and work stress. The result will discover some, as follow: (1) There is no absolute relationship between work situation and working time, but the former has a significant impact on work stress. (2) Heavy working time of the teaching and over works of administrations will affect their intrinsic pressure but research work won’t cause too much pressure. (3) The work environment will be influential to teachers’ working time and work stress. This study result will increase a lot of knowledge and to realize teachers’ work condition, but also help to accumulate the literature of educational tracking in Taiwan.

關鍵詞

大學教師工作分量工作壓力教育分流faculty in universityworking timework stresseducational tracking

刊名

社會分析

期數

201708 (15期)

起訖頁

001-051

出版單位

東吳大學社會系;輔仁大學社會系;世新大學社會心理學系

DOI

10.3966/221866892017080015001  複製DOI   DOI查詢

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