學為例(未出版碩士論文)。輔仁大學體育學系，新北市。 龍昱廷 (2009)。高雄市國中教師休閒參與、休閒滿意、幸福感育教學效能之相 關研究(未出版碩士論文)。樹德科技大學經營管理研究所，高雄市。 蘇國興（2004）。臺北市國小教師工作壓力、運動行為與身心健康之相關研究(未 出版碩士論文)。臺北市立師範學院國民教育研究所，臺北市。 趙建智 (2010)。台南市國小教師休閒運動參與及體育教學專業能力之相關研究 (未出版碩士論文)。國立屏東科技大學休閒運動保健系研究所，屏東縣。 鄭蕙芬(2009)。台灣地區參與康樂輔導活動之國小教師人格特質與教學效能之相 關研究(未出版碩士論文)。國立台灣師範大學運動與休閒管理研究所，臺北 市。
Coleman, D., & Iso-Ahola, S. E. (1993). Leisure and health: The role of social support and self-determination. Journal of Leisure Research, 25(2), 111-128.
Godbey, G. (1994). Leisure in your life: An exploration (4th ed.). State College, PA: Venture.
Kyriacou, C., & Sutcliffe, J. (1978). A model of tacher stress. Education Studies, 4, 1-6.
A Correlational Study of Recreational Sports Participation,
Work Pressure, and Teaching Effectiveness: An Example of
Pingtung County Elementary School Teachers
Lin, Shao-Chin
１、Ma, Shang-Min
２、Kuo, Ting-Hao
２National Pingtung University of Physical Education Office
1National Pingtung University of Science and Technology
２Abstract
The purposes of this study were to investigate the relationship between recreational sports participation, work pressure and teaching effectiveness of elementary school teachers in Pingtung, and to predict teaching effectiveness with teachers’ backgrounds and work pressure. A questionnaire survey was administered. The participants were the teachers of elementary schools in Pingtung. 515 copies were randomly sent out, 476 returned, while 458 were valid. The return rate was 88.9%. Using SPSS for Windows 17.0, the data was analyzed with descriptive statistics and multiple stepwise regression. The study reaches the following conclusions: 1) 60% of the respondents participated in recreational sports regularly, 55.5% spent 0-1 hours each time, 41.5% participated 2-3 times every week. 2) Elementary school teachers who work under moderately degree pressure feel the most “inherent conflict”. 3) Elementary school teachers with highly teaching effectiveness in teaching get the opposite effectiveness in “teaching plans”. 4) On the matter of work pressure to teachers who have different background variables, three background variables reach the grade of obvious: sex, age, and marriage. 5) On the matter of teaching effectiveness to teachers who have different background variables, three background variables reach the grade of obvious: marriage, working period, and position. 6) The “professional capability” from three work pressure factors and the “positions” of backgrounds would significantly predict teaching effectiveness for elementary school teachers.
