澳門小學資源教師的工作壓力及其應對方法之個案研究

澳門特別行政區政府於 2005/2006 學年於全澳開展融合教育,象徵著對資源
教師的需求,過去十多年融合學生的人數不斷上升,資源教師在面對學生、家
長、學校和社會體制下,隨之的工作壓力有所增加。本研究旨在了解澳門資源教
師在融合教育體制下的工作壓力感、工作壓力來源和應對方法。
本研究以質性研究作為取向,對 7 位來自 5 所不同學校的澳門小學資源教師
作研究對象,先使用量表讓研究對象勾選一般面對的問題,再各針對性進行約 60
分鐘的深度訪談,透過量表、錄音、研究者即場記錄和文獻來取得研究資料,並
進行研究分析,所得的結論如下:
一、 小學資源老師之工作壓力感多是負向情感,這些情緒影響其自身出現了不良
的生理反應,。
二、 小學資源老師的工作壓力來源自:
(一)學校因素:行政和非教學的額外工作、同事合作困難和學校制度問題;
(二)學生因素:學生能力和行為問題;
(三)家長因素:家長及大眾對融合教育的不理解和不配合;
(四)社會因素:教青局對融合教育制度指引不明確、專業培訓不足;
(五)個人及角色因素;家庭和進修等角色壓力、自我能力質疑。
三、 小學資源老師面對工作壓力的應對方法有:
(一)理性思考:理性思考壓力事件,調節自己對事件的認知,冷靜面對;
(二)行為活動:利用運動、旅遊和聆聽音樂舒緩壓力感;
(三)尋求協助:與人傾訴,尋找同事支援問題解決。
基於本研究關於壓力感、壓力來源及應對方法的發現,研究者提出相關建
議,讓學校、教師及教育當局參考,希望對未來訂定澳門資源老師的教育政策時
有所幫助。
The Government of Macau Special Administrative Region started implementing
inclusive education in the 2005/2006 school year in Macau as the number of students
with special educational needs (SEN) has been increasing over the past ten years.
Therefore, it informs that there is a great demand for resources teachers since then.
Resource teachers, however, feel much more stressful when working with students with
SEN and their parents in schools and in the society. This study aims to explore resource
teachers’ senses of stress, sources of stress and methods of coping with stress in primary
schools in Macau.
The study adopted qualitative research approach through which 7 resource teachers
selected from 5 different schools were invited for 60-minute semi-structured in-depth
interviews. Prior to each interview, each informant was asked to fill out a form
regarding sources of their stress that would provide a hint of focus for the researcher.
Data were collected by means of filling-in forms, audio recording, field-notes and
literature review. The major findings of this study are as follows:
1. The work stress of primary school resource teachers contained mostly negative
emotions brought along with adverse physiological reaction.
2. The sources of stress of the primary school resource included:
(1) Additional administrative and non-teaching duties, difficulties in cooperating
with colleagues, and issues of the school system;
(2) Students’ learning abilities and behavioral problems
(3) Misunderstanding and non-cooperative attitudes of the general public
(4) Unclear guidelines and inadequate training programmes provided by Direcção
dos Serviços de Educação e Juventude (DSEJ).
(5) Having doubt about personal capability and external stress from family and
taking refresher courses.
3. Coping methods of the primary school resource teachers included
(1) Rational thinking: To be calm and rational in stressful situations;
(2) Behavioral activities: To decompress by doing exercise, travelling and listening
to music;
(3) Seeking support: To talk to someone and seek colleagues’ support.
Based on these research findings, some relevant strategies are suggested for
schools’, teachers’ and DSEJ’s references so that significant policies can be formulated
to support resource teachers in Macau.