澳門融合教師職業壓力來源研究——以澳門某私立小學教師為例

隨著時代的發展,人們對教育公平的認識逐漸深入,也越來越關注融合教育的相關研究。融合教育教師職業壓力的問題和研究受到研究者和社會各界的廣泛關注。筆者相信,通過對澳門融合教師的職業壓力來源開展研究,可以改善教育環境,促進融合教師的進一步發展,為本地教育界作出貢獻。
基於上述背景,在總結文獻的基礎上,筆者以半結構訪談法對澳門某私立小學 12 名融合教育教師進行了質性研究,並對訪談數據進行了紮根理論分析。研究發現澳門融合教師的職業壓力主要來自四個個方面:首先, 由於政策保障和經濟環境等社會因素,融合教師承受來自社會方面的壓力; 其次,受到校園氛圍和評價體系等因素的影響,教師面臨著來自其工作環境方面的壓力;第三,融合教師面臨的來自工作內容方面的壓力主要是與工作量過大和家校合作不順利等因素相關;第四,融合教師的壓力還來自於他們對自身專業技能和心理素質的評估。針對上述四個方面,本文給出了對策和建議,幫助融合教師緩解職業壓力。

The understandings on educational equity and inclusion have deepened. More attention is paid to studies on inclusive education, revealing a growing number of problems in this regard. Notably, problems concerning teachers’ occupational pressure in inclusive education also increase. Thus the paper studies the sources of occupational pressure faced by inclusive education teachers and proposes advice for improving the education environment, hoping to facilitate the development of inclusive teachers and contribute to the educational circle of Macau. Based on the background mentioned above, the author first designs an interview questionnaire according to the findings of a literature review and conducts a qualitative study on 12 inclusive education teachers in a private school in Macau. Next, data are collected through a semi-structured interview and analyzed under the Grounded Theory. It is eventually found that the occupational pressure faced by inclusive education teachers from Macau originates from four sources: 1. Inclusive teachers face social pressure owing to unfavorable social factors, such as inadequate policy guarantees and an unfriendly economic environment; 2. Teachers face pressure from the working environment due to an unhealthy school atmosphere, incomplete evaluation system, etc. 3. Teachers face pressure from the content of work because of an excess workload, rough cooperation between schools and universities, etc. 4. Teachers face pressure from themselves because they have incompetent professional skills and poor psychological qualities, etc. Thus the paper proposes well-targeted countermeasures and advice based on four issues mentioned above, assisting in alleviating teachers’ occupational pressure.