The purpose of this study was to investigate the Occupational Stress and Coping Strategies among Kindergarten and Primary School Teachers in Macau. The results of this study are based on questionnaires in a random sample survey of 417 teachers from 32 primary schools and 26 kindergartens. We received 332 valid responding samples with a valid responding rate of 76.6%. The data was analyzed using statistical methods such as means, t-test, one way ANOVA and Pearson Correlation’s. The following conclusions were found: 1. Teachers perceived occupational stresses at a medium level, and teachers scored higher on the “task overload” and “students’ problem”. 2. The frequency of coping strategies those teachers used tend to be medium level. 3. There were no significant differences in the occupational stresses and coping strategies between the primary and kindergarten teachers. 4. There were no significant differences in the demographic characteristics of teachers’ gender or age in the occupational stresses and coping strategies. There were also no significant differences in the demographic characteristics of types of schools and whether or not to be in charge of schools in coping strategies. 5. The occupational stresses were influenced by the years of teaching experience. Teachers with 11-15 years of teaching experience perceived more stress than the teachers with less than 2 years of teaching experience in the overall occupational stresses and “work with parents" factors. Teacher with 6-10 years of teaching experience perceived more stress than the teachers with less than 2 years of teaching experience on“work with parents”factors. Teachers with 20-25 year of teaching experience perceived more stress than the teachers with less than 2 years of teaching experience on“school administration and policy” factors. 6. Married teachers perceived morestress on “school administration and policy” factors. Teachers who were in charge of schools perceived more stress on “relationship between colleagues" factor. 7. Official school teachers perceived more stress than the religion private school teachers on the“task overload”factor. Private school teachers perceived more stress than the official school and religion private school teachers on the “relationship between colleagues" factor. 8. The primary teachers perceived more occupational stresses on the “task overload” factors and tended to use more overall coping strategies and the “problem-focus” of coping strategies. The primary teachers perceived more occupational stresses on the “work with parents” factors and tended to use more overall coping strategies and the “emotion-focus” of coping strategies. We gave the suggestions to the teachers, schools, the govemment and the teachers' college based on the results of this thesis. Finally, we also gave the suggestions pertaining to the situation in reality practice of this study for the prospective study.

本研究旨在了解澳門小學和學前教育教師感受工作壓力，及其所使用的因應方式的現況。根據研究目的，收集相關文獻並作分析探討;主要研究方法是問卷調查法。以澳門學前和小學教育教師爲研究對象，主要樣本來自32所小學和23所幼稚園，共發出417份問卷，回收332份有效問卷，有效問卷回收比率76.62%。調查結果以平均數、t考驗、單因子變異數分析及皮爾遜積差相關等統計方法加以分析。 研究的結果如下: 一、澳門小學和學前教育教師正感受到偏向中等程度的工作壓力，主要來自學生問題及工作負荷。 二、澳門小學和學前教育教師工作壓力的因應方式使用頻率偏向中等。 三、小學與學前教育教師在工作壓力感受及使用因應方式的差異程度未達顯著水準。 四、不同性別、年齡組別對教師工作壓力感受及因應方式沒有影響；任教不同學校以及有沒有兼任行政工作對教師探用的因應方式亦沒有影響。 五、任教6-10年及11-15組別的教師在「家長方面」感受的壓力高於任教少於2年的教師；任教 21-25年組別的教師在「行政與政策」上感受的壓力高於任教少於2年的教師;任教 11-15組別的教師的整體壓力總分高於任教少於2年的教師。 六、已婚教師在「行政與政策」上感受較高的壓力。兼任行政工作的教師在「同事間的關係」上感受到較大程度的壓力。 七、官立學校的教師在「工作負荷」上的壓力高於私立教會學校的教師；私立非教會學校教師在「同事間的關係」上感受到的壓力高於官立學校及私立教會學校的教師。 八、小學教師在「工作負荷」上壓力較大者其使用因應方式的頻率較多，並且較常使用問題焦點的因應方式；在「家長方面」感受到較大的壓力的小學教師，其使用因應方式的頻率較多，並且較常使用情緒焦點的因應方式。 根據研究結論，筆者針對教師個人、學校、教育當局、師資培訓單位等四方面提出建議；最後針對本研究的實際實施情況，提出對未來研究的建議。