本研究旨在探討在職進修碩士班國小教師生活壓力與因應策略的關係。研究對象以本國北、中、南地區之在職進修碩士班國小教師為施測樣本，共計344位有效研究樣本。 本研究採用問卷調查法，以「在職進修碩士班國小教師生活壓力與因應策略調查問卷」為研究工具，問卷調查所得資料，以描述性統計、t檢定、單因子變異數分析、皮爾森積差相關與逐步多元回歸分析等方法進行資料分析。根據研究結果，歸納出以下結論：一、在職進修碩士班國小教師所承受的生活壓力在中等程度。二、在職進修碩士班國小教師之壓力因應策略的使用頻率在中等程度。三、男性教師之「家庭壓力」顯著高於女性教師；女性教師在「尋求支持」的策 略運用能力顯著高於男性教師。四、已婚教師之「家庭壓力」顯著高於未婚教師。五、有同住子女的教師之「家庭壓力」及「個人壓力」顯著高於無同住子女教師。六、不同最小子女實歲年齡的教師在「勝任感」及「家庭壓力」層面的感受達顯 著差異。七、不同任教職務之教師在「工作壓力」層面上達顯著差異。八、不同進修時段之教師在「工作負荷」層面的感受達顯著差異。九、不同單程通學時間之教師在「工作壓力」及「整體因應策略」達顯著差異。十、在職進修碩士班國小教師生活壓力與因應策略有相關且具有預測力。 依據以上結論，分別對教育主管機關、學校、教師及未來後續研究提出建議。關鍵字：在職進修、生活壓力、因應策略 The aim of this research is to investigate the relationship between the life stress and coping strategies of in-service elementary school teachers in graduate program.The sample consisted of 344 teachers from Taiwan north, central and southern regions of in-service elementary school teachers in graduate program.This study adopted questionnaire survey and the life stress and coping strategies of in-service elementary school teachers in graduate program as the research instrument, and data were analyzed using statistical methods such as t test, one-way Anova, Pearson’s Correlation, and multiple regressions. The main findings were as follows:1. The life stress of in-service elementary school teachers in graduate program in the middle level.2. Coping strategies of in-service elementary school teachers in graduate program in the middle level.3. Male teachers feel "family stress" higher than that of female teachers and female teachers use "seek support" strategy higher than male teachers.4. Married teachers feel "family stress" higher than that of unmarried teachers.5. Living with your child's teachers feel "family stress" and "personal stress" higher than that of not living with your child's teachers.6. There is significant effect on the difference real-year-old of youngest child of teachers feel "sense of competence" and "family stress".7. There is significant effect on the difference teaching positions of teachers feel "working pressure".8. There is significant effect on the difference studying period of teachers feel "workload ".9. There is significant effect on the difference one way to school time of teachers use coping strategies and "working pressure" .10. There is correlation between the life stress and coping strategies and among those well-being variables.Finally, according to the findings above, suggestions are given to educational administrations, schools, teachers, and future research.keywords: In-service education, Life Stress, Coping Strategies
