| Reference: | 一、中文部分
李青松、陳若（1999）。<幼兒保育人員工作壓力之探討>。《醫護科技學刊》， 1（2）， 146-161。
李菁菁（2003）。<公立國小附設幼稚園兼行政職務教師工作壓力之研究-以台北縣為例>。《國立花蓮師範學院幼兒教育研究所碩士論文》，未出版， 花蓮。
李新民（2003）。<幼兒教師薪資滿足感、工作壓力與工作滿足感之研究>。 《教育研究》，11，115-1。
吳宗立、林保豐（2003）。< 國民小學教師工作壓力與組織承諾關係之研究>。《行政院國家科學委員會專題研究成果報告》，未出版。
吳宗祐、鍾佩芳、王瑜榛、高凌政、吳溫真、邱淑芬、葉穎蓉（2017）。 <服務人員之情緒要求如何與何時減損服務績效？工作要求-資源模式的觀點>。《人力資源管理學報》。
林心怡（2011）。<教師工作壓力與工作滿意度關係之研究-以彰化縣幼稚園為例>。《朝陽科技大學幼兒保育系學位論文》。
林芳菁（2009）。 <幼兒教師工作壓力與離職傾向之研究-以台南地區為例>。《屏東教育大學學報》。
陳佩汝（2001）。<台北地區托兒所保育人員工作壓力與工作滿意度之研究>。《臺灣師範大學人類發展與家庭學系學位論文》, 1-154。
陳怡靖（2009）。< 台灣地區公私立幼稚園與托兒所教師離職異動之研究: 相關變項與理論之驗證>。
黃寶園（2009）。< 工作壓力對工作滿足，職業倦怠影響之研究：統合分析取向>。《教育心理學報》。
詹棟樑（2007）。<兒童發展與輔導>。《師大書苑出版》。
二、英文部分
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44.
Bolger, K. E., & Patterson, C. J. (2003). Sequelae of child maltreatment: Vulnerability and resilience. Resilience and vulnerability: Adaptation in the context of childhood adversities, 156-181.
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in teaching: a study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59-75.
Brazil, T. M. (2013). An examination of stress in early childhood teachers. Open University Press.
Burley, W. W., Hall, B. W., Villeme, M. G., & Brockmeier, L. L. (1991). A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. American Educational Research Association.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers` self-efficacy beliefs as determinants of job satisfaction and students` academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010). Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers: examining the impact of physical activity behaviors. Journal of health psychology, 15(6), 905-914.
Caulfield, R., & Kataoka-Yahiro, M. (2001). Health training needs of child care professionals. Early Childhood Education Journal, 29(2), 119-123.
Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American educational research journal, 45(3), 597-630.
Chen, J., Silverthorne, C., & Hung, J. (2006). Organization communication, job stress, organizational commitment, and job performance of accounting professionals in Taiwan and America. Leadership & Organization Development Journal,27(4), 242-249.
Chung, L. C., Marvin, C. A., & Churchill, S. L. (2005). Teacher factors associated with preschool teacher‐child relationships: Teaching efficacy and parent-teacher relationships. Journal of Early Childhood Teacher Education, 25(2), 131-142.
Cohen, S., & Lichtenstein, E. (1990). Perceived stress, quitting smoking, and smoking relapse. Health Psychology, 9(4), 466.
Cordes, Cynthia L., and Thomas W. Dougherty. (1993) A review and an integration of research on job burnout. Academy of management review, 18(4), 621-656.
Culver, S.M., Wolfe, L.M. and Cross, L.H. (1990). Testing a model of teacher satisfaction for Blacks and Whites. American Educational Research Journal, 27(2), 323–349.
Hakanen, Jari J. (2008) The job-demand-resource model: A three year cross lagged study of burnout, depression, commitment and work engagement. Work & Stress, 22(3), 224-244.
Enochs, L. G., Scharmann, L. C., & Riggs, I. M. (1995). The relationship of pupil control to preservice elementary science teacher self–efficacy and outcome expectancy. Science Education, 79(1), 63-75.
Evers, W. J., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers` beliefs when implementing an innovative educational system in the Netherlands. British Journal of educational psychology, 72(2), 227-243.
Friedman, I. A. (1995). Measuring school principal-experienced burnout. Educational and Psychological Measurement, 55(4), 641-651.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and teacher education, 24(5), 1349-1363.
Grunberg, N. E., & Straub, R. O. (1992). The role of gender and taste class in the effects of stress on eating. Health Psychology, 11(2), 97.
Houtman, I. (1999). Job stress, absenteeism and coronary heart disease European cooperative study (the JACE study). The European Journal of Public Health,9(1), 52-57.
Innstrand, S. T., Espnes, G. A., & Mykletun, R. (2004). Job stress, burnout and job satisfaction: an intervention study for staff working with people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 17(2), 119-126.
Jackson, S. E., Schwab, R. L., & Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon. Journal of applied psychology, 71(4), 630.
Jarvis, M. (2002). Teacher stress: A critical review of recent findings and suggestions for future research directions. Stress News: The UK Journal of the International Stress Management Association, 14(1), 12-16.
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76(1), 183-197.
Karasek, R. (1999). The job content questionnaire (JCQ): An instrument for internationally comparative assessments of psychosocial job characteristics. PsycEXTRA Dataset. doi:10.1037/e366492004-013
Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational administration quarterly, 28(1), 5-42.
Kushnir, T., Cohen, A. H., & Kitai, E. (2000). Continuing medical education and primary physicians’ job stress, burnout and dissatisfaction. Medical Education, 34(6), 430-436.
Kyriacou, C., & Chien, P. Y. (2009). Teacher stress in Taiwanese primary schools. The Journal of Educational Enquiry, 5(2). 86-104.
Kyriacou, C., & Ortega Martín, J. L. (2010). Beginning secondary school teachers’ perceptions of pupil misbehavior in Spain. Teacher development, 14(4), 415-426.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British journal of educational psychology, 48(2), 159-167.
Lazarus, R. S., & Folkman, S. (1984). Coping and adaptation. The handbook of behavioral medicine, 282-325.
Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of organizational behavior, 9(4), 297-308.
Golembiewski, R. T., Munzenrider, R., & Carter, D. (1983). Phases of progressive burnout and their work site covariates: Critical issues in OD research and praxis. The Journal of applied behavioral science, 19(4), 461-481.
Little, E., & Hudson, A. (1998). Conduct problems and treatment across home and school: A review of the literature. Behaviour Change, 15(4), 213-227.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2(2), 99-113.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of psychology, 52(1), 397-422.
Miller, A., Ferguson, E., & Moore, E. (2002). Parents` and pupils` causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 72(1), 27-40.
Sagie, Abraham (1998). Employee absenteeism, organizational commitment, and job satisfaction: Another look. Journal of Vocational Behavior. 52(2), 156-171.
Pines, A., & Aronson, E. (1988). Career burnout: Causes and cures. Free press.
Poulou, M., & Norwich, B. (2000). Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioral difficulties. British Journal of Educational Psychology, 70(4), 559-581.
Repetti, R. L. (1993). Short-term effects of occupational stressors on daily mood and health complaints. Health Psychology, 12(2), 125.
Scheier, M. F., & Carver, C. S. (1988). A model of behavioral self-regulation: Translating intention into action. In Advances in experimental social psychology, 21, 303-346. Academic Press.
Schwab, J. J. (1983). The practical 4: Something for curriculum professors to do. Curriculum inquiry, 13(3), 239-265.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied psychology, 57, 152-171.
Schaubroeck, J., & Williams, S. (1993). Type A behavior pattern and escalating commitment. Journal of Applied Psychology,78(5), 862-867. doi:10.1037//0021-9010.78.5.862
Seligman, M. E., Kaslow, N. J., Alloy, L. B., Peterson, C., Tanenbaum, R. L., & Abramson, L. Y. (1984). Attributional style and depressive symptoms among children. Journal of abnormal psychology, 93(2), 235.
Selye, H. (1956). The stress of life.
Smith, A., Brice, C., Collins, A., Matthews, V., McNamara, R. (2000). The scale of occupational stress: a further analysis of the impact of demographic factors and type of job. Sudbury: Health and Safety Executive. HSE Books.
Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational administration quarterly, 38(4), 555-577.
Sutherland, V., & Cooper, C. (2000). Strategic stress management: An organizational approach. Springer.
Tang, C. S. K., Au, W. T., Schwarzer, R., & Schmitz, G. (2001). Mental health outcomes of job stress among Chinese teachers: Role of stress resource factors and burnout. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 22(8), 887-901.
Tennant, C. (2001). Work-related stress and depressive disorders. Journal of psychosomatic research, 51(5), 697-704.
Thien, L. M., & Razak, N. A. (2013). Academic coping, friendship quality, and student engagement associated with student quality of school life: A partial least square analysis. Social Indicators Research, 112(3), 679-708.
Travers, C. J., & Cooper, C. L. (1993). Mental health, job satisfaction and occupational stress among UK teachers. Work & Stress, 7(3), 203-219.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
Vasse, R. M., Nijhuis, F. J. N., & Kok, G. (1998). Associations between work stress, alcohol consumption and sickness absence. Addiction, 93(2), 231-241.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063.
Westman, M., & Etzion, D. (2001). The impact of vacation and job stress on burnout and absenteeism. Psychology & Health, 16(5), 595-606.
Weiten, W. (1998). Pressure, major life events, and psychological symptoms. Journal of Social Behavior and Personality, 13(1), 51.
Woods, P., Jeffrey, B., Troman, G., & Boyle, M. (1997). Restructuring schools, reconstructing teachers: Responding to change in the primary school. Open University Press |
