A study on work-related stress, resilience, and the presentation of depressive symptoms of teachers with additional administrative duties who work at public senior high Schools in Taipei City

本研究旨在探討臺北市公立高中兼任行政職務教師工作壓力、復原力與憂鬱行為表現之關係，以臺北市公立高中兼任行政職務教師279人為研究對象，採用「臺北市高職兼任行政職務教師工作壓力量表」、「成人復原力量表」及「柯氏憂鬱量表」等研究工具，經以描述性統計、獨立樣本t檢定、單因子變異數分析、雪費法事後比較、皮爾遜積差相關、多元逐步迴歸分析、層次迴歸分析等統計方法進行資料分析。主要研究結果如下： 1.臺北市公立高中兼任行政職務教師工作壓力屬中下程度；復原力屬中上程度；有39.1%有輕度以上憂鬱行為表現。 2.30歲以下兼任行政職務教師的憂鬱行為表現顯著高於41歲以上者。 3.師範院校畢業兼任行政職務教師的憂鬱行為表現顯著高於研究所以上畢業者。 4.兼任行政職務6至10年與11至15年教師整體復原力顯著高於兼任行政職務1至2年者。兼任行政職務1至2年教師的憂鬱行為表現顯著高於6至10年者。 5.兼任主任教師的整體復原力顯著高於兼任組長者。兼任組長教師的憂鬱行為表現顯著高於兼任主任者。 6.已婚兼任行政職務教師整體復原力顯著高於未婚者。 7.子女數2人以上兼任行政職務教師整體復原力顯著高於無子女者。 8.學校規模51班兼任行政職務教師整體工作壓力顯著高於31至50班者。 9.臺北市公立高中兼任行政職務教師整體工作壓力與憂鬱行為表現間有顯著中度正相關的關係。整體復原力與憂鬱行為表現間有顯著低度負相關的關係。 10.專業知能工作壓力與個人強度復原力最能有效預測臺北市公立高中兼任行政職務教師的憂鬱行為表現。 11.臺北市公立高中兼任行政職務教師的復原力能在工作壓力與憂鬱行為表現間扮演調節作用。 本研究依上述各項結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。This study aims to investigate the correlation among work-related stress, resilience and the presentation of depressive symptoms of teachers with additional administrative duties who work at public senior high schools in Taipei city. The subjects of the study are 279 teachers with additional administrative duties who work in public senior high schools in Taipei city(referred to as “such teachers” hereafter). Research instruments include 「Quantitative Investigation on Presence of Job Stress」,「Resilience Scale for Adults」,「Ko Depression Inventory」. Data collected is analyzed using descriptive statistics, independent sample t-test, one-way ANOVA, Scheffé methed、Pearson's correlation analysis, multiple stepwise regression analysis and hierarchical regression analysis. The main results are listed here. 1.Such teachers’ work-related stress is in the lower-medium level. Their resilience is in the high-medium level. 39.1% of them show minor or more serious depressive symptoms. 2.There are significantly more such teachers under the age of 30 who show depressive symptoms than those over the age of 41. 3.There are significantly more such teachers with college/university diploma who show depressive symptoms than those with a master’s degree or a higher academic qualification. 4.Resilience shown by such teachers who has been in administrative posts for 6 to 10 years and 11 to 15 years is significantly stronger than those who has only been in their administrative posts for 1 to 2 years. Those who have only been in their administrative posts for 1 to 2 years show significantly more depressive symptoms than those who have been in their administrative posts for 6 to 10 years. 5.Overall, such teachers who are directors show stronger resilience than such teacher who are section chiefs. On the other hand, such teachers who are section chiefs show more depressive symptoms than those who are directors. 6.Such teachers who are married show significantly better resilience than those who are single. 7.Such teachers who have more than 2 children show significantly better resilience than those who have none. 8.Such teachers working at schools with 51 or more classes experience significantly more work-related stress than those working at schools with 31 to 50 classes. 9.There is a significant medium correlation between work-related stress experienced by such teachers and the presentation of their depressive symptoms. There is a significant low negative correlation between overall resilience and the presentation of their depressive symptoms. 10.Work-related stress resulting from insufficient professional knowledge and the strength of personal resilience are the best indicators for the presentation of such teacher’s depressive symptoms. 11.Resilience of such teachers can effectively moderate work-related stress and depressive symptoms. This study discusses the above-mentioned results and offers several suggestions for the reference of relevant practical work and further studies