COVID-19對全世界教育系統有重大影響，許多國家在此期間將實體課程改為全部或是部分線上教學，線上教學因而成為學習的重要途徑之一，與此同時，教師也面臨線上教學的挑戰和工作壓力的衝擊，過去文獻大多分別探究工作壓力和線上教學行為，兩者之間的關聯並未進行深入探討。本研究目的為探究國小教師（n=344）工作壓力和線上教學行為之關聯性，並探究年輕教師（n=215）和年長教師（n=129）的差異性。本研究採量化研究，透過探索性因素和驗證性因素分析檢驗量表之信效度，並透過獨立樣本t檢定、路徑分析探究向度間的關聯性和差異性。探索性因素分析和驗證性因素分析研究結果顯示，研究工具具有足夠的信效度可以應用在國小教師；獨立樣本t檢定分析研究結果發現，所有向度中，年輕教師和年長教師在有意學習和線上協作學習向度感知程度存在顯著差異。路徑分析研究結果發現，年輕教師和年長教師預測相同之處為家長的壓力均正向預測教師教學工作壓力，數位媒體自我效能均正向預測主動和建設性學習、有意學習、真實學習、線上學習主觀規範、線上協作學習，線上協作學習均正向預測線上學習持續意圖。年輕教師和年長教師預測差異之處為年輕教師家長的壓力正向預測有意學習、真實學習、線上協作學習，而年長教師家長的壓力負向預測線上學習主觀規範，年輕教師教學工作壓力負向預測數位媒體自我效能，而年長教師教學工作壓力負向預測真實學習。

COVID-19 has had a major impact on the education system around the world. During this period, many countries changed their physical courses to all or part of online teaching. Therefore, online teaching has become one of the important ways of learning. At the same time, teachers are also facing the challenges of online teaching and the impact of work pressure, most of the past literature explored work pressure and online teaching behavior separately, and the relationship between the two has not been explored in depth. The purpose of this study is to explore the correlation and differences between young teachers'(n=215) and older teachers'(n=129) online teaching behavior and work stress. Quantitative research was used in this study, and the research tests the reliability and validity of the scale through exploratory factor and confirmatory factor analysis. The research explores the correlation and difference between dimensions through independent sample t-test and path analysis. The results of exploratory factor analysis and confirmatory factor analysis indicated that the research tool has enough reliability and validity to be applied to elementary school teachers; the independent sample t-test analysis found that, there are significant differences between young teachers and older teachers in the perception of "intentional learning" and "online collaborative learning". The results of the path analysis study found that the same predictions of young teachers and older teachers are that "Stress from Parents" both positively predict "Teacher Teaching Work Stress" and "Perceived Digital Media Self-efficacy" both positively predict "Active Learning and Constructive Learning" , "Intentional Learning", "Authentic Learning", "Subjective Norms for Online Learning", "Online Collaborative Learning", "Online Collaborative Learning" positively predicts "Online Learning Continuing Intention". The difference between the predictions of young teachers and older teachers is that the young teachers' " Stress from Parents " positively predicts "Intentional Learning", "Authentic Learning", and "Online Collaborative Learning", while the older teachers' " Stress from Parents " negatively predicts " Subjective Norms for Online Learning”, young teachers’ “Teacher Teaching Work Stress” negatively predicts “Perceived Digital Media Self-efficacy”, while older teachers’ “Teacher Teaching Work Stress” negatively predicts “Authentic Learning”.

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