本研究主要探討「華語教師」及「國中國文教師」工作壓力與因應策略的現況並分析差異，透過統計分析法進行資料分析。
根據研究資料分析後顯示，華語與國中國文教師最大的工作壓力來源均為「變革適應」，且華語與國中國文教師的工作壓力會因職務、年資及學歷的不同而有差異，所採用的因應策略則是會因其職務及任教地區的不同而有差異。整體來說，國中國文教師的工作壓力大於華語教師，面對壓力時比華語教師更常使用「情緒調適」。另外，國中國文教師在「變革適應」層面與「尋求協助」呈負相關，而華語教師唯獨在「變革適應」方面與因應策略間無顯著相關。
本研究依研究結果提出以下建議：「變革適應」為華語教師最主要的工作壓力來源，建議教育政策應保有彈性；不同「職務」、「年資」及「學歷」均會造成華語教師工作壓力上之差異，建議教師應各自進行專業增能；正規華語教師的工作壓力大於非正規華語教師，建議華語教師多參與「情緒管理」與「人際溝通」相關研習；建議新教育政策的推行要「務實」且有完善「配套措施」，頻率不宜太緊湊，教育行政機關及學校應「主動」提供支援給華語教師。未來有志研究相關主題者可擴大研究範圍，增加質性訪談人數及研究變項，使研究結果更有貢獻。
The purpose of the study is to investigate the similarities and differences of work stress and coping strategies of Teaching Chinese as a Second Language (TCSL) and junior high school teachers. The obtained data was analyzed by statistical methods.
According to research data, the crucial source of work stress for TCSL and junior high school teachers is "adaptation to change", the work stress will vary due to different positions, seniority and academic qualifications, and the coping strategies will vary due to the position and teaching area. Overall, the work stress of junior high school teachers is greater than TCSL, when faced with work stress, they will use "emotion adjustment" more often than TCSL. In addition, junior high school teachers are negatively correlated between "seeking help" and "adaptation to change", while TCSL alone have no significant correlation between "adaptation to change" and coping strategies.
There are some suggestions, as follows, based on the conclusions. Policymaking should be with flexibility due to "adaptation to change" is the key source of work stress for both TCSL and junior high school teachers. There are significant differences between work stress, with "jobs", "years" and "educational qualifications", teachers should be led to enhanced professionally in emotional management and participate more interpersonal communication conferences. It also suggests that the implementation of the new education policy should be pragmatic and complete with supportive measures in a not too tight frequency. Educational administrators should "actively" provide support to teachers. Futher, for those who are interested in related research can expand the scope of research, increase the number of qualitative interviews or research variables to make the results more contribution.
