本研究旨在以 Maslow需求層次論， Lazarus因應理論，其他學者論述與實徵性研究結果及研究者以往的研究發現為基礎，採用「教師需求困擾量表」、「教師因應策略量表」、簡式「田納西自我概念量表」、簡式「教師態度量表」、「國小教師工作滿意量表」、「基本資料調查表」等六種研究工具，隨機取得 855名國小教師為研究樣本，以了解國小教師三項心理需求困擾的高低和四項因應策略的狀況，探討性別、年齡、學歷、擔任職務、自我概念、教學態度、工作滿意度等七項自變項分別與國小教師心理需求困擾、因應策略的關係，分析心理需求困擾與因應策略的關係，以及採用線性結構關係來驗證「國小教師心理需求困擾與因應策略理論模式」的適切性。結果發現：

(1) 國小教師生存需求困擾最高、人際關係需求困擾最低，處理問題的因應策略頗佳。

(2) 國小女教師三項心理需求困擾均顯著低於男教師，運用改變、暫時擱置策略的頻率顯著高於男教師。

(3) 年齡愈高國小教師的成長需求困擾與心理需求困擾總分愈少，愈常運用解決問題策略、改變策略。

(4) 不同學歷國小教師在整體或個別三項心理需求困擾，整體或個別四項因應策略大部分均無顯著差異。

(5) 擔任職務愈高國小教師的心理需求困擾愈少，校長處理問題的因應策略優於教師。

(6) 國小教師的自我概念、教學態度、工作滿意度分別與各項心理需求困擾均具顯著負相關，與各項因應策略均具顯著正相關。

(7) 國小教師的自我概念、工作滿意度最能預測心理需求困擾，自我概念、教學態度最能預測因應策略。

(8) 七項變項與國小教師的三項心理需求困擾、四項因應策略分別透過三組、四組典型因素而相互影響。

(9) 心理需求困擾與因應策略具顯著負相關，且透過三組典型因素相互影響。

(10) 國小教師心理需求困擾與因應策略理論模式欠佳。

(11) 就研究發現提出刪除屬性變項，刪除教學態度對心理需求困擾關係、工作滿意度對因應策略關係的理論修正模式。

採用「教師需求困擾因應策略量表」和「教師身心健康量表」來調查 656名國小教師，以了解教師處理心理需求困擾所採取因應策略與其身心健康的關係，進而評析國小教師運用因應策略的有效性。結果發現：

(1) 國小教師在面對生存需求困擾採取解決問題策略、面對三項心理需求困擾採取避免逃避策略的頻率最高。

(2) 面對人際關係、成長需求困擾採取改變策略的頻率最低。

(3) 國小教師的身心健康狀況良好，精神與心理健康優於身體健康。

(4) 國小教師面對各項心理需求困擾採取避免逃避策略與其身心健康有顯著正相關。

依據研究發現提出六點國小教師教育與輔導、四點教育行政機關教育決策的建議，及八點未來研究方向，俾供從事教育與輔導、未來進行研究的參考。

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The purpose of this research,　based on Maslow's theory of need hierarchy, Lazarus's theory, and related studies, were to analysis the relationship between need problems and coping strategies, and to investigate the level of three psychological need problems correspond to four coping strategies. Moreover the study also explored the role of sex, age, educational background , position, self-concept, teaching attitude and job satisfaction in psychological need problems and coping strategies, and to take linear-structure relation to testify "The Theoretical Model of Need Problems with Coping Strategies for Elementory School Teachers".

"The Teacher Need Problem Inventory", "Teacher Coping　Strategies Inventory", "Tennessee Self-Concept Scale"," Teacher　Attitude Inventory"," Teacher Job Satisfaction Questionnaire"　and "Questionnaire of Teacher Background"　were administed to 855　elementary school teachers. The major findings were as follows :

(1) The survival need problem of　teachers' response on　Teacher Need Problem Inventory was highest, but the interpersonal relationship need problem was lowest. And problem-solving strategies were good.

(2) Male teachers had signficantly high psychological need　problems than female teachers. Female teachers had signifcantly　high frequency on using change-strategies and temporary-strategies.

(3) The older he was, the less psychological needproblems he　had.

　(4) No significant difference was found among psyshological need problems or coping strategies in different educational background.

　(5) The higher position he got, the less psychological　need problem he had.

　(6) The self-concept, teaching attitude, job satisfaction　seperately negatively correlated with psychological need problem　, and positively related to coping strategies.

　(7) The self-concept and job satisfaction were found to be　the best predictors of psychological need problems. On the other　hand, self-concep teachingattitude predicted coping strategies.

(8) Seven variables, three psychological need problems　and four coping strategies seperately influenced each other through three and four typical factors.

　(9) Psychological need problem negatively correlated with　coping stategies.

(10) The theoretical model of psychological need problem　with coping strategies was not perfect enough.

　(11) According to these findings, suggestion was propsed to　delete attribution variables and to modify teaching attitude correlated with psychological need problems, job satisfaction and coping strategies.

The study utilized "Teacher Need Problem Coping Strategy　Inventory" and "Teacher Physical and Mental Health Inventory"　to investigate the relatioship between dealing with psychological　need problems and taking coping strategies among 656 elementary　school teachers. Furthermore, this research examined the efficiency　of applying coping strategies. The findings were as follows:

(1) The elementory school teacher took escape-avoidance strategies frequently to confront three psychological need problems.

(2) The elementory school teacher seldom took change strategy　to confront interpersonal-relationsip and growth need problems.

(3) The health of the elementory school teachers were　excellent and mental　health was better than physical health.

(4) There was a significant correlation between　escape-avoidance strategies and physical and mental health.

　 According to these findings, some suggestions for educational　guidance, and educational administration were proposed. Moreover,　recommendations for further studies were offered in this　dissertation.