本研究旨在探討臺灣高中職教師工作壓力(Teachers’ Work Stress, TWS)對創新教 學行為(Innovative Teaching Practices, ITP)之影響，並分析教師自我效能感(Teacher Self- Efficacy, TSE)在其中的調節作用。研究資料取自經濟合作與發展組織（OECD）2018 年所進行之《教學與學習國際調查》（Teaching and Learning International Survey, TALIS） 臺灣樣本，採用次級資料分析法。有效樣本之研究對象為 2,688 位任教於高中與高職 教育階段之教師。研究以工作需求—資源模型（Job Demands–Resources Model）、自 我效能理論（Self-Efficacy Theory）與創新擴散理論（Diffusion of Innovations Theory） 為理論基礎，進行描述性統計、皮爾森相關及階層迴歸分析。結果顯示：
（一）女性教師的工作壓力與教師自我效能皆顯著高於男性教師，而男女教師的創新教學行為則無顯著差異。
（二）年資與創新教學行為和教師自我效能具顯著正相關，但與教師工作壓力呈顯著負相關。
（三）週間工作時數與教師工作壓力和教師自我效能之間具有顯著正相關，但與創新教學行為之關聯不顯著。
（四）教師工作壓力與創新教學行為呈顯著負相關。
（五）教師自我效能與創新教學行為呈顯著正相關。
（六）在控制性別、年資及週間工作時數等背景變項後，教師工作壓力仍能顯著負向預測創新教學行為。
（七）在控制性別、年資及週間工作時數等背景變項與教師工作壓力後，教師自我效能仍對創新教學行為具顯著正向預測力。
（八）交互作用項顯示，教師自我效能感於教師工作壓力與創新教學行為之間不具有顯著調節效果。

This study examined the effects of Taiwanese secondary and vocational school teachers’ work stress (TWS) on innovative teaching practices (ITP) and investigated the moderating role of teacher self-efficacy (TSE). Using secondary data from the OECD Teaching and Learning International Survey (TALIS 2018), a total of 2,688 valid teacher responses were analyzed. Grounded in the Job Demands–Resources Model, Self-Efficacy Theory, and Diffusion of Innovations Theory, descriptive statistics, correlation analyses, and hierarchical regression analyses were conducted.
The results indicated that female teachers reported higher levels of TWS and TSE than their male counterparts, while no significant gender differences were observed in ITP. Teaching experience was positively associated with both ITP and TSE, but negatively associated with TWS, whereas weekly working hours were positively related to both TWS and TSE. Furthermore, TWS significantly and negatively predicted ITP, while TSE exerted a significant positive effect on ITP. However, the interaction effect between TWS and TSE on ITP did not reach statistical significance, indicating that teacher self-efficacy did not function as a moderating variable in this relationship.
Taken together, these findings suggest that although teacher self-efficacy is positively related to innovative teaching practices, its buffering role under conditions of high work stress may be constrained, particularly when job demands exceed individual coping resources.

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