本研究從教學工作、行政事務、家長互動以及教育政策四個面向檢視國小教師的工作壓力現況，同時探討教師平常對教學成敗歸因傾向、社會比較取向與其工作壓力感受程度之間的可能關聯性。本研究採用問卷調查法，取樣自5個縣市11所國小教師，共311份有效樣本，量表工具為「教師工作壓力量表」、「社會比較取向量表」與「教學成敗歸因量表」。所收集的資料則以單一樣本ｔ考驗及單因子變異數分析來檢驗國小教師工作壓力、社會比較取向與教學成敗歸因之現況；以單因子多變量變異數分析檢視三者的背景差異性；以積差相關分析檢驗量表內與量表間各向度兩兩之間的相關性。同時以典型相關分析檢驗國小教師工作壓力、社會比較取向與教學成敗歸因傾向兩兩之間的線型組合相關性。
本研究主要結果如下：（一）在現況方面，國小教師：（1）來自教育政策與教學工作的壓力明顯高於來自行政事務的壓力，而來自行政事務的壓力又明顯高於來自與家長互動的壓力；（2）在社會比較取向中，進行意見比較明顯高於進行能力比較，以及跟比自己條件好的人比較明顯高於跟比自己條件差的人比較；（3）在面對教學成功時比面對教學失敗時，更容易歸因於教師因素。（二）在背景差異方面，國小教師的：（1）工作壓力有年齡差異、職務差異與教學年資差異，但無性別差異；（2）社會比較取向有年齡差異與教學年資差異，但無性別差異與職務差異；（3）教學成敗歸因傾向無背景差異性。（三）在典型相關之線型組合方面，國小教師的：（1）社會比較取向各向度與工作壓力感受各向度之間有2條顯著的典型相關路徑；（2）教學成敗歸因各向度與工作壓力感受各向度之間有1條顯著的典型相關路徑；（3）教學成敗歸因各向度與社會比較取向各向度之間有2條顯著的典型相關路徑。

This study examined the work pressure of elementary school teachers from the four aspects of teaching work, administrative affairs, parent interaction and education policy. It also explored the possible relationships among teachers' teaching success/failure attribution tendency, social comparison orientation, and work pressure. This study adopted a questionnaire survey method, and a total of 311 teachers sampled from eleven elementary schools in five counties and cities. The questionnaires of "Teacher Work Pressure Scale," "Social Comparison Orientation Scale," and "Attribution of Teaching Scale." were employed. One-sample t-tests and one-way analyses of variance were to know the states of teachers' work pressure, social comparison orientations, and teaching success/failure attributions tendency. One-way multivariate analyses of variance were employed to discern background differences on the three variables. Pearson correlation analyses were to examine the inter- and intra- correlations between subscales of the questionnaires. Canonical correlation analyses were to explore the linear correlation paths among the three variables.
The main findings of this study are as follows: Firstly, elementary school teachers felt work pressure from educational policies and teaching work more than from administrative affairs and parent interaction, preferred opinion comparisons to other comparisons, and tended to attribute teacher factors when teaching successes than teaching failures. Secondly, teachers' work pressure had age difference, position difference, and years of teaching difference; social comparison orientations had age difference and years of teaching difference; but teaching success/failure attributions tendency had no background differences. Finally, there were two significant canonical correlation paths between social comparison orientations and aspects of work pressure, one significant canonical correlation path between teaching success/failure attributions tendencies and aspects of work pressure, and two significant canonical correlation paths between teaching success/failure attributions tendencies and social comparison orientations.

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