本研究從教學工作、行政事務、家長互動以及教育政策四個面向檢視國小教師的工作壓力現況，同時探討教師平常對教學成敗歸因傾向、社會比較取向與其工作壓力感受程度之間的可能關聯性。本研究採用問卷調查法，取樣自5個縣市11所國小教師，共311份有效樣本，量表工具為「教師工作壓力量表」、「社會比較取向量表」與「教學成敗歸因量表」。所收集的資料則以單一樣本ｔ考驗及單因子變異數分析來檢驗國小教師工作壓力、社會比較取向與教學成敗歸因之現況；以單因子多變量變異數分析檢視三者的背景差異性；以積差相關分析檢驗量表內與量表間各向度兩兩之間的相關性。同時以典型相關分析檢驗國小教師工作壓力、社會比較取向與教學成敗歸因傾向兩兩之間的線型組合相關性。
本研究主要結果如下：（一）在現況方面，國小教師：（1）來自教育政策與教學工作的壓力明顯高於來自行政事務的壓力，而來自行政事務的壓力又明顯高於來自與家長互動的壓力；（2）在社會比較取向中，進行意見比較明顯高於進行能力比較，以及跟比自己條件好的人比較明顯高於跟比自己條件差的人比較；（3）在面對教學成功時比面對教學失敗時，更容易歸因於教師因素。（二）在背景差異方面，國小教師的：（1）工作壓力有年齡差異、職務差異與教學年資差異，但無性別差異；（2）社會比較取向有年齡差異與教學年資差異，但無性別差異與職務差異；（3）教學成敗歸因傾向無背景差異性。（三）在典型相關之線型組合方面，國小教師的：（1）社會比較取向各向度與工作壓力感受各向度之間有2條顯著的典型相關路徑；（2）教學成敗歸因各向度與工作壓力感受各向度之間有1條顯著的典型相關路徑；（3）教學成敗歸因各向度與社會比較取向各向度之間有2條顯著的典型相關路徑。

This study examined the work pressure of elementary school teachers from the four aspects of teaching work, administrative affairs, parent interaction and education policy. It also explored the possible relationships among teachers' teaching success/failure attribution tendency, social comparison orientation, and work pressure. This study adopted a questionnaire survey method, and a total of 311 teachers sampled from eleven elementary schools in five counties and cities. The questionnaires of "Teacher Work Pressure Scale," "Social Comparison Orientation Scale," and "Attribution of Teaching Scale." were employed. One-sample t-tests and one-way analyses of variance were to know the states of teachers' work pressure, social comparison orientations, and teaching success/failure attributions tendency. One-way multivariate analyses of variance were employed to discern background differences on the three variables. Pearson correlation analyses were to examine the inter- and intra- correlations between subscales of the questionnaires. Canonical correlation analyses were to explore the linear correlation paths among the three variables.
The main findings of this study are as follows: Firstly, elementary school teachers felt work pressure from educational policies and teaching work more than from administrative affairs and parent interaction, preferred opinion comparisons to other comparisons, and tended to attribute teacher factors when teaching successes than teaching failures. Secondly, teachers' work pressure had age difference, position difference, and years of teaching difference; social comparison orientations had age difference and years of teaching difference; but teaching success/failure attributions tendency had no background differences. Finally, there were two significant canonical correlation paths between social comparison orientations and aspects of work pressure, one significant canonical correlation path between teaching success/failure attributions tendencies and aspects of work pressure, and two significant canonical correlation paths between teaching success/failure attributions tendencies and social comparison orientations.

摘要
目錄
第一章 緒論----------------------1
第一節 研究動機與目的-------------1
第二節 研究目的-------------------4
第三節 名詞釋義-------------------5
第二章 文獻探討-------------------8
第一節 教師工作壓力的意涵----------8
第二節 社會比較和壓力的關聯性------17
第三節 壓力和歸因的相關性----------27
第三章 研究設計與實施-------------37
第一節 研究架構-------------------37
第二節 研究樣本-------------------38
第三節 研究工具-------------------38
第四章 研究結果-------------------46
第一節 現況分析-------------------46
第二節 背景差異分析---------------50
第三節 積差相關分析---------------55
第四節 典型相關分析---------------60
第五章 討論與建議-----------------67
第一節 結果討論-------------------67
第二節 建議-----------------------70

丁興祥、李美枝、陳皎眉（1989）。社會心理學。新北市：國立空中大學。
蔡金田、毛睿翎（2014）。國民小學教師工作壓力與生活品質關係之研究－以南投縣國民小學為例。慈濟大學教育研究學刊，11，31-75。https://doi.org/10.6754/TCUJ.201412_(11).0002
吳永清（2014）。影響社會比較效應的相關因素探析暨其與自我效能及主觀幸福感關聯模式之建構與驗證（未出版之碩士論文）。國立臺灣師範大學，臺北市。
李小娟（2008）。桃園縣國中英語教師工作壓力與教學效能關係之研究（未出版之碩士論文）。中原大學，桃園市。
杜淑芬、鄧文章、陳亦鳳（2021）。國中輔導教師介入關係霸凌事件的輔導困境與策略。教育心理學報，53（1），223-250。https://doi.org/10.6251/BEP.202109_53(1).0010
林以正（1999）。華人的社會比較：比較什麼？與誰比較？為何比較？本土心理學研究，11，93-125。https://doi.org/10.6254/1999.11.93
林佳慧（2002）。國民小學教師工作壓力評量之研究（未出版之碩士論文）。國立台南師範學院，台南市。
林春如（2002）。學業成績的社會比較與自我比較之效應研究（未出版之碩士論文）。國立屏東師範學院，屏東縣。
范姜巧儒﹙2006﹚。國小教師教學成敗歸因、教學自我效能與工作滿意度之相關研究：以中部地區為例﹙未出版之碩士論文﹚。國立臺中教育大學，臺中市。
徐以庭。（2020）。不當督導與部屬反應：探討不當督導歸因的調節效果（未出版之碩士論文）。國立台灣師範大學。台北市。https://doi.org/10.6345/NTNU202000585
國民小學與國民中學班級編制及教職員員額編制準則（2018年7月6日）。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070006
張芳全（2021）。國民小學男女教師的工作壓力源之研究－以臺灣參與TALIS為例。學校行政，133，121-151。https://doi.org/10.6423/HHHC.202105_(133).0006
張郁雯。（2008）。對比效應對學業自我概念之影響—發展的觀點。教育心理學報，40（1），23-37。https://doi.org/10.6251/BEP.20071206
張梅楓（2009）。客觀表現與社會比較對青少年自尊的預測（未出版之碩士論文）。國立臺灣師範大學，臺北市。
張淳菱。（2015）。國中生學業挫敗之自我歸因、覺知他人歸因與自我概念之相關研究（未出版之碩士論文）。淡江大學，新北市。https://doi.org/10.6846/TKU.2015.01086
教師法（2019年6月5日）。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0020040
梁茂森（1992）。高級職業學校教師教學成敗歸因及其相關因素之研究（未出版之博士論文）。國立政治大學，臺北市。
許敏榕（2022年7月5日）。助教師增強專業及減壓 台師大打造教師效能支持樞紐。ETtoday新聞雲。https://www.ettoday.net/news/20220705/2287797.htm
陳世育（2014）。家長會對學校發展的意義。台灣教育評論月刊，3（9），71-72。
陳玉賢（2005）。國民小學教師的工作壓力與因應。教師之友，46（2），90-97。https://doi.org/10.7053/TF.200502.0090
陳啟榮(2011)。教師壓力的來源與改善措施。臺灣教育雙月刊，667，44-45。https://doi.org/10.6395/TER.201102.0044
陳皎眉、王叢桂、孫蒨如(2006)。社會心理學。臺北市：雙葉書廊。
陳藝滿（2016）。工作壓力與校長領導風格、組織氣氛研究。健康產業管理期刊，4（1），49-59。https://doi.org/10.30149/JHCI.201609_4(1).0005
黃春龍（2007﹚。國小教師的非理性信念、教學成敗歸因與因應策略之相關研究﹙未出版之碩士論文﹚。國立屏東教育大學，屏東縣。
黃珮淇（2018）。從社會比較取向探討大學生臉書使用模式與憂鬱症狀之間的關係（未出版之碩士論文）。東吳大學，臺北市。
黃傳益（2021）。社會比較量表之心理計量驗證（未出版之碩士論文）。國立屏東教育大學，屏東縣。
黃儒傑（2002）。國小初任教師教學信念、教學成敗歸因及其有效教學表現之研究（未出版之博士論文）。國立高雄師範大學，高雄市。
黃寶園（2009）。工作壓力對工作滿足、職業倦怠影響之研究：統合分析取向。教育心理學報，40（3），439-462。https://doi.org/10.6251/BEP.20080618
楊麗珠（2012）。社會比較量表之發展及與主觀幸福感結構關聯性之探討（未出版之碩士論文）。國立臺南大學，臺南市。
廖仁傑、張智堅（2016）。雲林縣國小教師工作壓力與生活滿意度關係之研究。休閒運動期刊，15，101-111。
劉威德（1993）。國中教師教學成敗歸因、社會支持與教學效能相關之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
劉炳輝（1999）。溫納歸因理論探討及教育的應用（未出版之碩士論文）。國立屏東教育大學，屏東縣。
劉雅惠（2011）。「國民中小學教師工作壓力量表」之編製。學校行政雙月刊，74，60-78。https://doi.org/10.6423/HHHC.201107.006
劉雅惠（2011）。中小學教師工作壓力之探究。學校行政雙月刊，72，77-98。https://doi.org/10.6423/HHHC.201103.0077
蔡佳靜（2009）。同化？抑或對比？健康狀況的社會比較探討。應用心理研究，44，227-251。
蔡豐任（2021）。中彰投國小教師工作壓力、角色壓力與因應策略之關係研究。國立暨南國際大學心理健康與諮詢碩士學位學程在職專班碩士論文，南投縣。https://doi.org/10.6837/ncnu202100154
賴素玲、賴素英、蘇榮基。（2016）。歸因文獻的概況分析。休閒保健期刊，15，1-10。
Ashkanasy, N. M. (1989). Causal attribution and supervisors’ response to subordinate performance: The Green and Mitchell model revisited. Journal of Applied Social Psychology, 19(4), 309-330. https://doi.org/10.1111/j.1559-1816.1989.tb00057.x
Buunk, A. P., Gibbon, F. X., & Visser, A. (2002). The relevance of social comparison processes for prevention and health care. Patient Education and Counseling, 47, 1-3. https://doi.org/10.1016/s0738-3991(02)00054-x
Buunk, B. P., Collins, R. L., Taylor, S. E.,VanYperen, N.W., & Dakhof, G.A. (1990). The affective consequences of social comparison: Either direction has its ups and downs. Journal of Personality and Social Psychology, 59 (6), 1238-1249. https://doi.org/10.1037/0022-3514.59.6.1238
Buunk, B. P., Schaufeli, W. B., & Ybema, J. F. (1994). Burnout, uncertainty, and the desire for social comparison among nurses. Journal of Applied Social Psychology, 24(19), 1701-1718. https://dx.doi.org/10.1111/j.1559-1816.1994.tb01570.x
Buunk, B. P., Van der Zee, K., & VanYperen, N. W. (2001). Neuroticism and social comparison orientation as moderators of affective responses to social comparison at work. Journal of Personality, 69(5), 745-762. https://doi.org/10.1111/1467-6494.695162
Buunk, B. P., Ybema, J. F., Zee, K., Schaufeli, W. B., & Gibbons, F. X. (2001). Affect generated by social comparisons among nurses high and low in burnout1. Journal of Applied Social Psychology, 31(7), 1500-1520. https://dx.doi.org/10.1111/j.1559-1816.2001.tb02685.x
Carmona, C., Buunk, A. P., Dijkstra, A., & Perió, J. M. (2008). The relationship between goal orientation, social comparison responses, self-efficacy, and performance. European Psychologist, 13(3), 188-196. https://doi.org/10.1027/1016-9040.13.3.188
Carmona, C., Buunk, A. P., Peiró, J. M., Rodríguez, I., & Bravo, M. J. (2006). Do social comparison and coping styles play a role in the development of burnout? Cross-sectional and longitudinal findings. Journal of Occupational and Organizational Psychology, 79(1), 85-99. https://dx.doi.org/10.1348/096317905x40808
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/10.1037/a0029356
Collins, R. L. (1996). For better or worse: The impact of upward social comparison on self-evaluations. Psychological Bulletin, 119, 51-69. https://doi.org/10.1037/0033-2909.119.1.51
Cooper, H. M., & Burger, J. M. (1980). How teachers explain students’ academic performance: a categorization of free response academic attributions. American Educational Research Journal, 17(1), 95-109. https://doi.org/10.3102/00028312017001095
Ding, M., Liu, Y., & Li, Q. (2018) The interpersonal impact of social comparison. Psychology, 9(4), 797-808. https://doi.org/10.4236/psych.2018.94051.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140. https://doi.org/10.1177/001872675400700202
Gibbons, F. X., & Buunk, B. P. (1999). Individual difference in social comparison: Development of a scale of social comparison orientation. Journal of Personality and Social Psychology,76 (1), 129-142. https://doi.org/10.1037/0022-3514.76.1.129
Heider, F. (1958). The psychology of interpersonal relations. John Wliey & Sons. https://doi.org/10.1037/10628-000
Jones, E. E., & Davis, K. E. (1965). From acts to dispositions the attribution process in person perception. Advances in Experimental Social Psychology, 219-266. https://doi.org/10.1016/s0065-2601(08)60107-0
Kruglanski, A. W., & Mayseless, O. (1990). Classic and current social comparison research: Expanding the perspective. Psychological Bulletin, 108(2), 452-468. https://doi.org/10.1037/0033-2909.108.2.195
Kyriacou, C. (2001). Teacher stress: Directions for future research.Educational Review, 53(1), 27-35. https://doi.org/10.1080/0013191012 0033628
Marsh, H. W., & Hau, K. (2003). Big-fish-little-pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist, 56, 364-376. https://doi.org/10.1037/0003-066x.58.5.364
McCormick, J. (1997). An attribution model of teachers’ occupational stress and job satisfaction in a large educational system. Work & Stress, 11(1), 17-32. https://dx.doi.org/10.1080/02678379708256819
McCormick, J., & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293. https://dx.doi.org/10.1108/09513541111120114
McKinney, M., & Sexton, T., & Meyerson,M. J. (1999). Validating the efficacy-based change model. Teaching and Teacher Education, 15, 471-485. https://doi.org/10.1016/S0742-051X(98)00051-1
Morse, S., & Gergen, K. J. (1970). Social comparison, self consistency and the concept of the self. Journal of Personality and Social Psychology,16, 148-156. https://doi.org/10.1037/h0029862
Mussweiler, T. (2001). Focus of comparison as a determinant of assimilation versus contrast in social comparison. Personality and Social Psychology Bulletin, 27, 38-47. https://dx.doi.org/10.1177/0146167201271004
Stoeber, J., & Rennert, D. (2007). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21(1), 37-53. https://dx.doi.org/10.1080/10615800701742461
Tao, V. Y. K., Li, Y., Lam, K. H., Leung, C. W., Sun, C. I., & Wu, A. M. S. (2021). From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement. Journal of Applied Social Psychology, 51(5), 522-533. https://dx.doi.org/10.1111/jasp.12754
Tesser, A., & Collins, J. E. (1988). Emotion in social reflection and comparison situations: intuitive, systematic, and exploratory approaches. Journal of Personality and Social psychology, 55(5), 695. https://doi.org/10.1037/0022-3514.55.5.695
Tversky, A. (1977). Features of similarity. Psychological Review, 84, 327-352. https://doi.org/10.1037/0033-295X.84.4.327
Van der zee K., Oldersma. F., Buunk, B. P., Bos D. (1998). Social comparison preferences among cancer patients as related to neuroticism and social comparison orientation. Journal of Personality and Social Psychology, 75(3), 801-810. https://doi.org/10.1037/0022-3514.75.3.801
Wang, P., & Zhang, G. (2007). Survey of occupational stress of secondary and elementary school teachers and the lessons learned. Chinese Educational and Society, 40(5), 32-39. https://dx.doi.org/10.2753/CED1061-1932400504
Wang, P., Lin, P., Cao, H., Jiao, T., Xu, Y., Gao, F., & Mashumba, L. P. (2009). The sources of work stress for Chinese high school teachers. Social Behavior and Personality, 37(4), 459-466. https://doi.org/10.2224/sbp.2009.37.4.459
Wayment, H. A., & Taylor, S. E. (1995). Self-evaluation processes: Motives, information use, and self-esteem. Journal of Personality, 63(4), 729-757. https://doi.org/10.1111/j.1467-6494.1995.tb00315.x
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3-25. https://doi.org/10.1037/0022-0663.71.1.3
Weiner, B., Heckhausen, H., Meyer, W., & Cook, R. E. (1972). Causal ascriptions and achievement behavior: A conceptual analysis of effort and reanalysis of locus of control. Journal of Personality and Social Psychology, 21(2), 239-248. https://doi.org/10.1037/h0032307
Wheeler, L. (1966). Motivation as a determinant of upward comparison. Journal of Experimental Social Psychology, 1, 27-31. https://doi.org/10.1016/0022-1031(66)90062-x
Wills, T. A. (1981). Downward comparison principles in social psychology. Psychological Bulletin, 90, 245-271. https://doi.org/10.1037/0033-2909.90.2.245
Wood, J. V. (1989). Theory and research concerning social comparisons of personal attributes. Psychological Bulletin, 106, 231-248. https://doi.org/10.1037/0033-2909.106.2.231
Wood, J. V. (1996). What is social comparison and how should we study it? Journal of Personality and Social Psychology, 22 (5), 520-537. https://doi.org/10.1177/0146167296225009