[[alternative]]A Study of the Relationship among Junior High School Teachers’ Leadership Behavior, Job Motivation, and Working Pressure Adaptation

碩士教育研究所[[abstract]]本研究旨在探討導師之領導行為、工作動機與工壓力適應之傾向及現況。以台中地區的國中導師為研究對象，樣本數為28所國中、540位兼職導師。使用的研究工具為「國民中學導師之領導行為、工作動機與工作壓力適應調查問卷」，所得資料以SPSS for Windows 14.0中文版進行統計分析。獲致的結論如下： 一、國民中學導師之領導行為傾向關係導向；工作動機之傾向為成就動機；在工作壓力適應各構面，以人際關係壓力適應最良好，整體工作壓力適應為中高程度。 二、性別、志願別、學歷、任教年資、兼任導師年資與學校地域別，在國民中學導師之領導行為、工作動機與工作壓力適應上具有差異。 三、導師之領導行為、工作動機與工作壓力適應有顯著相關。 四、導師之工作動機顯著預測領導行為與壓力適應。 五、導師之領導行為顯著預測工作壓力適應。 依據研究發現所提出建議如下： 一、教育行政機關應建立激發教師志願擔任導師職務之機制，俾利於班級經營之成效。 二、教育行政機關應重視導師的進修，激發其工作動機，並輔導其工作壓力適應之道。 三、學校對之導師甄選應重視其工作動機的高低。 四、學校應強調導師領導行為以關係導向為主，以工作導向為輔。 五、學校應公開表揚資深兼職導師的辛勞，並傳承其經驗。 六、國中導師應持續進修，充實自我。 七、國中導師應避免權力動機。[[abstract]]Abstract The purpose of this study was to explore the relationship among the junior high school teachers’ leadership behavior, job motivation and the working pressure adaptation. Five hundred and four junior high school teachers in Tai-chung city and county were selected randomly to respond a set of instruments. The related methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The results of the research indicated as follows：1).The teachers’ perception of the leadership behavior was relationship-oriented; 2).The teachers’ perception of the job motivation was achievement-oriented; 3).The teachers’ perception of the working pressure adatuion tended to be interpersonal relationship; 4).Teachers’ gender, volunteer for teacher position, educational background, teaching years, and school location had significant difference on teachers’ leadership behavior, job motivation and the working pressure adaption; 5).There was a significant correlation between teachers’ leadership behavior, job motivation and the working pressure adaption; 6).The teachers’ job motivation was a positive predicator for the variable of teachers’ working pressure adaption; and 7).The teachers’leadership behavior was a positive predicator for the variable of teachers’ working pressure adaption