國小教師寬恕力與工作壓力及復原力之相關：以自我效能為中介變項

Abstract

本研究旨在瞭解國小教師寬恕力、工作壓力、復原力與自我效能之現況，並探討變項之間的相關及中介效果。研究方法採用問卷調查法，以「國小教師寬恕力、工作壓力、復原力與自我效能」問卷作為研究工具，並以全台灣國小教師為研究對象，共收集198份有效樣本。統計方法採用描述性統計、皮爾森積差相關，多元迴歸等方法進行資料處理與分析。研究結果歸納如下：一、國小教師寬恕力與教師工作壓力呈現顯著負相關。二、國小教師寬恕力與教師自我效能及復原力間皆呈現顯著正相關。三、國小教師自我效能在教師寬恕力與教師工作壓力間不具有中介效果。四、國小教師自我效能在教師寬恕力與教師復原力間具有部份中介效果。本研究有別於以往將寬恕研究應用於學生或輔導個案，首次以國小教師作為研究參與者，幫助了解寬恕在不同對象中的效果。研究結果發現，寬恕不僅在過去被視為能提升學生幸福感的代表，對於國小教師更有其正向影響力，能夠直接負向預測教師工作壓力，亦是影響教師自我效能與心理復原力的強大工具。此外，本研究發現不同背景變項之國小教師寬恕力皆沒有差異，可見教師寬恕力並不受其性別、年齡、工作區域……等因素影響，與過去針對不同對象之寬恕力研究相符。最後，本研究建議在學校情境中，可增加寬恕介入課程與工作坊，讓教師及學生皆有寬恕練習的機會與學習環境，提升校園中師生的心理健康。在未來研究上，建議能以長時間縱貫研究了解寬恕歷程，或選擇更廣泛的研究參與者以了解不同對象之寬恕脈絡，亦可加入不同心理變項作為中介或調節因子，以更完整了解教師內在調適機制。This study aims to understand the current status of forgiveness, work stress, resilience and self-efficacy among elementary school teachers. It explores the correlations and mediated effect between these factors. The research method employed is a questionnaire survey, using the"Elementary School Teachers' Self-Efficacy, Work Stress, Resilience and Forgiveness' Questionnaire" as the research tool, with elementary school teachers in Taiwan as the research sample. A total of 198 valid samples were collected from elementary school teachers across Taiwan. Statistical methods such as descriptive statistics, Pearson product-moment correlation, and multiple regression modeling were used for data processing and analysis. The results of this study are as follows: 1. Teachers' forgiveness was significantly negatively correlated with work stress.2. Teachers' forgiveness was significantly positively correlated with both self-efficacy and resilience. 3. Self-efficacy did not have a mediating effect between forgiveness and work stress. 4. Self-efficacy had a partial mediating effect between forgiveness and resilience. This study differs from previous research that primarily applied the concept of forgiveness to students or counseling cases, as it is the first to focus on elementary school teachers as research participants. It contributesto a better understanding of how forgiveness functions across different populations. The findings reveal that forgiveness, previously recognized as a means of enhancing students' well-being. It can directly and negatively predict teachers' work stress and also serves as a powerful tool that influences teachers' self-efficacy and psychological resilience. Furthermore, the study found that background variables such as gender, age, and work region did not significantly affect teachers' levels of forgiveness. This suggests that forgiveness among teachers is not influenced by these demographic factors, which aligns with findings from previous forgiveness studies involving other populations. Finally, this study recommends implementing forgiveness-focused interventions such as courses and workshops within school settings to provide both teachers and students with opportunities and supportive environments to practice forgiveness, thereby promoting psychological well-being throughout the school community. For future research, it is suggested to conduct longitudinal studies to gain deeper insights into the forgiveness process over time or to include a broader range of participants to explore forgiveness across various contexts. Different psychological variables can also be included as mediators or moderators to more fully understand teachers' internal adjustment mechanisms.