本研究旨在探討成長團體課程對國小女教師退休前後心理適應的影響情形。

本研究先以座談和訪談方式，找出十個影響國小教師退休心理適應的主要因素，然後以此編製退休成長團體課程內容及國小退休教師心理適應問卷，並對課程及問卷進行試驗性評估，最後以27位預定於八十七年二月退休的台北市國小女性教師為對象，將受試者分為實驗組（9位成長組與8位資料組）與控制組（10位）等三組。成長組接受十次退休成長團體活動課程、閱讀相關資料並填寫「家庭作業回饋表」，每次單元結束填寫「單元回饋表」；而資料組則在成長團體單元活動進行期間閱讀相關資訊，並填寫「家庭作業回饋表」。實驗前、後，以及退休後第一個月與退休後三個月，三組均接受「國小退休教師心理適應問卷」，以考驗成長團體及資料的提供對國小退休女教師心理適應的影響效果，並以實驗組（成長組與資料組）的「家庭作業回饋表」、成長組的「單元回饋表」反應情形以及退休後近兩個月的「退休生活訪談分析」，做為彌補問卷評量工具的不足。

本研究所使用的統計分析方法包括：信度分析、積差相關、因素分析、描述統計、次數百分比，以及共變數分析等。

根據量與質的分析，本研究有以下的研究結果：

一、國小女教師實施成長團體者於團體結束後的立即、退休後第一個月與退休後第三個月追蹤的持續效果，在退休心理適應上的改變情形，與資料組及問卷組間無顯著的差異存在。

二、成長組成員單元回饋表可以分為單元回饋等第評量，以及成員的活動心得和感想兩個部分，在單元回饋等第上發現：十次單元回饋評量表各題項的平均數只有兩題的值為3.78，其餘題目的平均值均在4.00以上，尤其團體結束所填寫的「藉由今天的活動，我對退休後的自己更…」的平均數更達到4.89；而成員單元活動的心得和感想，也都表示能從活動中獲得成長，成長組成員對退休成長團體課程有正面的評價。

三、實驗組（成長組與資料組）成員對八次家庭作業均能抒發己見，並能從回饋中肯定資料的價值。

四、成長組成員退休後兩個月的生活，除了極少數是因為生活中重大事件的影響外，其餘均能實現自己退休前的計劃，而她們退休後的生活，可以歸納為：窮於應付，昏頭轉向；「休息」，就是要走更遠的路；讀萬卷書，行萬里路；尋尋覓覓，充實生活；以及退而不休，另類職業等五個類型。

根據研究結果，本研究提出建議，以供教育行政、學校，與相關單位輔導退休教師及未來進一步研究的參考。

This dissertation aimed at investigating the influences of growth group training program on the mental adaptation of female elementary teachers before and after retirement.

To attain this goal, the following measures have been taken:

1. Through literature review, eight informal panel discussions, and several individual interviews with elementary teachers, the researcher obtained ten primary factors influencing the mental adaptation on the female elementary teachers.

2. Based on those factors, the researcher made up a close-ended questionnaire on "the retirement mental adaptation of female elementary teachers" (RMAFET) and designed "a retirement growth group program".

3. A pilot study was conducted through the close-ended questionnaire surveying 350 elementary teachers to elicit general opinions about the questionnaire. On the basis of the pilot study, the questionnaire was revised to be used as a measurement in the experiment of the retirement growth group program.

4. The other pilot study was conducted for the retirement growth group program, with the help of eight elementary teachers as a tentative growth group. With the feedback of those teachers, the program was revised for carrying out a formal experiment.

5. In this experiment, there were 27 subjects, female elementary teachers retired on February in 1998 in Taipei city. All subjects were divided into two experiment groups--including a growth group (nine subjects) and an information group (eight subjects)--and one control group (ten subjects). The subjects of the growth group were asked to attend the retirement growth group program (for ten units), fill in the unit feedback forms, read related information, and answer homework feedback forms. On the other hand, the subjects of the information group were just required to read related information, and answer homework feedback forms. However, all of the three groups were to answer the questionnaire on RMAFET on pre-experiment, post-experiment, a month after retirement, and three month after retirement. The differences among those three groups were tested.

6. To make up for the insufficiency of the questionnaire survey, the researcher qualitatively analyzed the response of the homework feedback forms by the information group, and the response of both the unit feedback forms and homework feedback forms by the growth group. In addition, the researcher also qualitatively analyzed the individual interviews with the subjects of the growth group about two-month life after retirement.

According to both quantitative and qualitative analysis, some major results were found as follows:

1. Concerning the survey on either the immediate time or the first month or the third month after retirement, no significant difference could be found among those three groups.

2. The subjects of the growth group had positive evaluation on the unit feedback forms, including scoring on the unit items and responding to the unit activities. Of all the unit items, only two were scored 3.78 on average; the others were scored above 4.00 on average; even one of them was scored as high as 4.89 on average. Besides, all the subjects expressed that they learned much from the unit activities, and thus they affirmatively responded to the program.

3. The experiment group, both the growth group and the information group, were pleased to do the homework and thought highly of the value of the information provided by the homework.

4. The two-month life of the growth group might be classified into five types:

(1) to feel hard to cope with the life; (2) to take a short break for a long living; (3) to see is to believe; (4) to be well-informed to enrich the life; (5) to be retired but not to take a long rest--to plan and create another career.

Based on the results of the study, recommendations are then made for each related education administration institution or school to help every female elementary teacher well adapt themselves to her retirement life.