本研究旨在瞭解臺灣組織內口譯員之工作滿意度、工作壓力與職業倦怠情形，並探討影響組織內口譯員工作壓力、工作滿意度與職業倦怠之因素。研究採用問卷調查法與半結構式訪談。以過往學者所編製之「職業壓力指標量表第二版」（Lu, Tseng & Cooper, 1999）與「哥本哈根疲勞量表」（葉婉榆等人，2008）為基礎設計問卷，針對臺灣組織內口譯員施測，之後亦進行半結構式訪談。研究最終共回收20份有效問卷、7份訪談資料，採t檢定、單因子變異數分析、相關係數統計與質性資料分析來回答研究問題。結果發現：一、臺灣組織內口譯員之工作特性與自由會議口譯員不盡相同，除了聘僱性質不同以外，前者需要處理辦公室內部的人際關係；職涯發展方面雖然因人而異，但大部分受測者可能因為自我發展不足或是升遷空間不足而傾向離職。二、臺灣組織內口譯員之工作滿意度主要來自工作本身，而主管的領導方式也會影響滿意度；至於工作壓力來源，主要為工作角色、人際關係以及升遷壓力。三、工作滿意度與工作壓力及職業倦怠呈現負相關，工作壓力與工作疲勞呈現正相關。本研究發現有助於口譯教學跨越會議口譯訓練的框架，面向口譯學生畢業後的就業現實，讓口譯師生得以對組織內口譯有更完整的認識。

This study aims to examine job satisfaction, occupational stress, and burnout among in-house interpreters in Taiwan. The survey was conducted with both a questionnaire and a semi-structured interview. The questionnaire was designed based on Occupational Stress Indicator II, OSI-2 (Lu, Tseng & Cooper, 1999) and Copenhagen Burnout Inventory, CBI (Yeh et al., 2008). A total of 20 valid responses were collected, and 7 interviews were conducted. The data were analyzed with t-test, one-way ANOVA, Pearson product-moment correlation and qualitative analysis. Primary findings include: 1. Job characteristics of in-house interpreters in Taiwan are different from those of freelance conference interpreters. Aside from the difference in employment, in-house interpreters need to deal with interpersonal relationship within the office environment. Career development varies with each individual; however, most participants tend to quit the job due to the lack of opportunities for promotion or insufficient personal growth and advancement. 2. In-house interpreters in Taiwan are most satisfied with the job itself, but the leadership styles of the supervisors also affect their job satisfaction. The major sources of occupational stress come from their work roles, interpersonal relationship and insufficient opportunities for promotion. 3. Job satisfaction is negatively correlated with occupational stress and burnout. Occupational stress is positively correlated with job burnout. The findings of this study can help interpreting students and teachers to have a more comprehensive and pragmatic understanding of the job and expand the framework of interpretation training