建議 - 結論與建議 - 從幽谷邁向顛峰之路---教師心理健康之研究(III)

第五章結論與建議

第二節建議

壹、針對不同心理健康狀態研擬各種有效的介入方案

本研究結果顯著區辨教師九種不同類型的心理健康狀態，對於實務應用而言，「錯亂型」的預防與治療問題是屬於精神科醫師的專業範圍，「掙扎型」的預防與治療問題是屬於諮商心理師和社工師的專業領域，但「幽谷型」的預防與治療問題則是教育領域可以著墨之處；因此，如何從「幽谷型」的不完全心理健康狀態提升到「顛峰型」的完全心理健康狀態？如何擬定實施有效的介入方案？如何進行有效診斷心理健康的類型等議題，都是未來實務工作者可以再繼續深入探討的。

貳、年長教師可作為年輕教師的導師以帶領適應工作壓力

本研究發現年輕教師在憂鬱之「認知向度」與「情緒向度」上，比起年長教師有較高憂鬱傾向的症狀。年輕教師由於專業知能與經驗熟練度不足，以致對學校行政活動、課程設計教學、班級事務處理及對家長的應對等多項交錯繁複工作的因應倍感吃力，因而容易產生工作壓力，造成憂鬱的症狀產生。因此，本研究建議學校，可挑選有意願的年長教師但任年輕教師的導師（mentor），提供其教學指導、帶班經驗分享、與工作諮詢管道，以增進年輕教師適應工作壓力的能力。

參、鼓勵從事正向健康行為或擁有正向評價性社會支持以增強情緒幸福感

教育主管單位或學校，可以透過鼓勵教師從事正向健康行為或擁有正向的評價性社會支持，來增強自我的保護因子─「情緒幸福感」。因此，學校應從兩個方面來重視並促進教師的身心健康。一方面係透過鼓勵、倡導教師在工作之餘，

多培養正向的健康行為（諸如：定期休閒活動（如：閱讀、購物、看電影、聽音樂…等）、體能運動（如：跑步、球類、有氧運動、瑜伽…等）、與家人或好友聚會等安排），使教師在面對工作壓力之餘，仍保持快樂的感受，並對自己的生活品質感到滿意。另一方面，乃要設計相關研習課程，教導教師們如何在工作上給予彼此正向的回饋支持，並鼓勵學生及家長們適時給予教師適切的肯定，使教師能從中建立良好的自我評價。

肆、降低放學後還繼續從事教學相關工作的時數以維護教師心理健康

加強並提升每位教師的主觀幸福感，並且善加利用教學科技或時間管理技巧來降低放學後還繼續從事相關教學工作（如：批改作業、考卷、備課及家庭訪問等）的時數和壓力，可能是促進及維護教師心理健康的有效策略之一，同時也是教師本身、學校、及教育有關當局應該共同努力的目標。

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在文檔中從幽谷邁向顛峰之路---教師心理健康之研究(III) (頁 45-55)

建議

第五章 結論與建議

第二節 建議