國民小學男女教師工作壓力長期以來受到關注。然而國小教師的壓力源有哪些呢？本研究以OECD於2018年教學與學習國際調查的臺灣3,472名國小教師，分析與他們工作壓力有關因素。獲得以下結論：（一）國小教師的性別、工作年資、教育程度和工作壓力沒有明顯關聯，同時女教師授課負擔、感受政策朝令夕改愈多、感受要為學生學習表現負責愈多，工作壓力愈大，而男教師則否。（二）國小男女教師專業成長愈多，工作壓力較低，而自我教學效能則與工作壓力沒有關聯。（三）國小男女教師的行政工作負擔、維持教室秩序、學生恐嚇羞辱、家長關切、備課負擔、代理缺席同事工作，與工作壓力有正向顯著關聯，其中行政工作負擔與維持教室秩序是重要壓力源。（四）國小男女教師為身心障礙學生設計課程愈多，工作壓力愈低；國小男女教師批改作業負擔與工作壓力沒有顯著關聯。本研究貢獻在於發現，國小教師的壓力源以行政工作及班級經營、家長關切與備課負擔較重要，而教師專業成長為成長型壓力源，可以舒緩教師工作壓力。針對結論深入討論，提出具體建議。

The work pressure of male and female teachers in elementary schools has long been concerned. However, what were the stressors of elementary school teachers? This study used 3,472 elementary school teachers in Taiwan from the OECD International Survey of Teaching and Learning in 2018 to analyze factors related to their work stress. The following conclusions were obtained: 1. The gender, working experience, education level, and work pressure of elementary school teachers were not significantly related to the teachers’ work pressure. For female teachers, the more they were burdened with teaching, the policy changes, the responsibility for students’ learning performance, the more work pressure they experienced. However, these factors were not related to male teachers’ work pressure. 2. The more professional growth the elementary school male and female teachers experienced, the lower their work pressure. However, self-efficacy was not related to work pressure. 3. The administrative burden, the maintenance of classroom order, student intimidation and humiliation, parental concerns, the burden of preparing lessons, and the work of acting as an agent for absent colleagues were all positively significantly related to both the male and female teachers’ work pressure. Among them, the administrative burden and maintaining the classroom order were two important source of stress. 4 The more courses the male and female elementary school teachers designed for students with disabilities, the lower their work pressure. The burden of grading homework was not significantly related to the teachers’ work pressure. The burden of graded homework by male and female teachers in elementary schools is not significantly related to work pressure. The contributions of this research were: first, the key stressors of elementary school teachers were administrative work and class management, parents’ concerns and the burden of lesson preparation; second, teachers’ professional growth, which was beneficial to teachers’ work stress reduction, was a growth stressor. This paper concluded with in-depth discussions and specific suggestions.