HKIER

摘要

教師工作效能的發揮，專業精神的提高，向來備受關注。惟工作效能和專業精神的增強，又往往受到工作厭倦現象的牽制和影響，因此教師工作厭倦的情況下實不容忽視。本研究嘗試從個人特性、專業取向和社群助力來探討其與香港小學教師工作厭倦的關係。

在本研究中，工作厭倦的徵狀分為「情緒耗竭」、「缺乏人情味」及「個人成就感」三類感受；個人特性包括性別、年齡、婚姻狀況、教學經驗、學歷、專業訓練和職級七項；而社群助力則指來自上司、同事及親友三方面的助力。

本研究採用問卷形式，調查九間小學的267名教師；研究結果顯示，在個人特性方面，婚姻狀況與工作厭倦的缺乏人情味有關，而獨身的缺乏人情味情況較已婚的為嚴重。在社群方面，上司助力與個人成就感有適度正相關，親友助力與個人成就感有強度正相關，表示從上司和親友獲得助力較多的教師，其個人成就感較強，工作厭倦程度也相對較低。在專業取向方面，它與情緒耗竭及缺乏人情味兩者顯露強度負相關，與個人成就感則成強度正相關，表示專業取向越高，個人成就感越高，而情緒耗竭及缺乏人情味兩者則越低，反映出專業取向可減低工作厭倦的現象。

Abstract

This study examined the relationship of teacher characteristics, professionalism and social support with the three aspects of burnout: emotional exhaustion, depersonalization and personal accomplishment. Teacher characteristics included sex, age, marital status, years of teaching, level of education, professional training and professional rank. Social support consisted of support from supervisors, coworkers, relatives and friends. The sample of this study was 267 teachers in 9 primary schools. Findings indicated that single teachers experienced more depersonalization than married ones. Social support was correlated only with personal accomplishment. Support from supervisors bore moderate correlation with personal accomplishment while support from relatives and friends bore stronger correlation with it. Professionalism showed the most significant relationship with burnout. It was strongly correlated to all the three aspects of burnout: negatively to emotional exhaustion and depersonalization and positively to personal accomplishment.