十二年國民基本教育課程綱要為提升國民素質與國家實力，以十二年的連貫發展，詳細的規劃了各個學習階段所需的內容。為了落實108課綱總綱的規定，在國民中小學積極的推動實施教師及校長公開授課，並進行專業回饋，這些種種的變革讓偏鄉國小教師在人力缺乏又身兼數職的情況下，承受著極大的壓力與挑戰。 本研究旨在探討不同背景變項的偏鄉國小教師，在十二年國教實施後工作壓力及教學效能之差異情形，並採問卷調查法，受試者為新北市偏鄉國小教師，可用之有效問卷共300份。研究結果發現：一、十二年國教實施後不同婚姻狀況、服務年資、擔任職務等的背景變項對偏鄉國小教師工作壓力有顯著差異。二、十二年國教實施後不同年齡、最高學歷、服務年資、擔任職務等的背景變項對偏鄉國小教師教學效能有顯著差異。三、十二年國教實施後偏鄉國小教師的工作壓力對教學效能具有顯著差異的負向相關，而教學效能對工作壓力也具有顯著差異的負向相關。根據上述研究結果，提出各項建議，以供教育主管關及後續研究之參考。 The 12-year basic education curriculum guidelines in Taiwan aim to improve national education quality and upgrading national power. Under the 12-year basic education curriculum guidelines, the teaching content needs to detail planned in every learning stage. Intending to implement the regulations of the 12-year basic education curriculum guidelines, both principal and elementary school teachers have to enforce lesson study and provide professional feedback urgently. Those changes trigger teachers' great stress and challenges, especially in rural elementary schools that have a huge shortage of manpower. This study aimed to explore rural elementary school teachers’ job stress and teaching effectiveness after the implementation of 12-year basic education. The questionnaire was sent and collected from 300 rural elementary school teachers in New Taipei city. The major findings in our study were: (1) teachers in different marital statuses, length of teaching, and job position was found to have a significant difference in job stress. (2) participants’ age, education background, length of teaching, and job position particularly had a significant difference in teaching effectiveness. (3) the overall job stress was found to a negatively correlated with teaching effectiveness. When the teaching effectiveness was considered, a negative correlation was found with job stress. Based on these findings, pedagogical and research implications were provided to conclude this study.
