本研究旨在探討國中融合班教師工作壓力與其因應策略的現況，並比較不同背景變項的融合班教師在工作壓力與其因應策略的差異情形，同時探討不同壓力程度之教師其因應策略的差異情形。本研究採用調查研究法，以桃園市國中融合班教師為研究對象，共寄出475分問卷，回收的有效樣本為359份，有效回收76%。研究工具採用國中融合班教師工作壓力與因應策略問卷，問卷調查所得資料，以百分比、平均數、標準差、t考驗及單因子變異數分析處理。根據研究結論歸納以下結論：一、國中融合班教師所感受的整體壓力，屬中等壓力。二、國中融合班教師之壓力感受，最大的是處理學生層出不窮的糾紛，最小的是因無法達到家長對我的期望而感到困擾。三、國中融合班教師壓力感受大小，依序是專業知能、學生問題、工作負荷、人際溝通、角色壓力、支持系統。四、融合班教師工作壓力感受，會因教學年資、教育程度、任教融合班原因、學校規模及任教班級結構不同，有顯著差異。但不因性別、年齡、特教專業背景、融合班教學經驗而有顯著差異。五、國中融合班教師面對工作壓力，最常採用抱持樂觀進取的人生觀，最少採用的是參加相關的研習，以增加解決問題的能力。六、國中融合班教師的因應策略之頻率，最高的是理性思考，其次是尋求支持、時間管理、問題解決，最低的是自我調適的因應策略。七、國中融合班教師之工作壓力因應策略的採用頻率，會因性別、年齡、教學年資及任教融合班原因不同，有顯著差異；但不因教育程度、特教專業背景、融合班教學經驗、學校規模及任教班級結構有顯著差異。

This study aims were to examine the job stress and coping strategies of the junior high school s’ inclusiongry classes teachers in Taoyuan County . It also means to reveal the differences of and between these two variables for teachers with various backgrounds. The researcher adopted survey method and received 359 valid questionnaires out of 475, with an 76% effective rate. Data collected from the questionnaire then were statistically analyzed through ways of percentage, mean, standard deviation, t-test and one-way ANOVA. The main findings were as following: 1.The average job stress perceived by the 359 subjects was in medium level. 2.The most stressed feeling comes from dealing with students’ endless problems and the result falls short of parents’ expectations torments teachers the least. 3.The categories of job stress perceived from the highest to the lowest were professional knowledge, students’ problems,work load, intercommunication, role pressure and support system. 4.The perceived job stress did not differ because of teachers’ genders, age, teachers’ special education background, or teaching experiences in inclusive education class.Yet, significant differences were shown due to teachers’ Teaching years, level of education, the cause of being in clusive education class teacher, the school size and the structure of his/her own class . 5.The mostly adopted coping strategy when facing job stress is to keep optimistic about life, and the least adopted to participate in workshops about special topics helps to increase the knowledge and abilities of solving problems.. 6.The coping strategies adopted by teachers from the most to the least where rational thinking, support seeking , time management, problem solving, and self adjustment. 7.The frequency of adopted coping strategies where similar for teachers with different level of education, special education background, teaching experiences in inclusive education class, the school size and the structure of his/her own class However, different gender, age, teaching years and the cause of being in clusive education class teacher, significantly altered teachers’ coping strategies.

融合教育; 融合班教師; 工作壓力; 因應策略

inclusion education; inclusion classroom teachers; job stress; coping strategies