本研究旨在瞭解國中資源班教師工作壓力、社會支持與憂鬱傾向之現況，並探討三者間之相關情形，以及分析個人背景變項、工作壓力與社會支持對憂鬱傾向之預測力。
本研究母群體為臺北市公立國民中學分散式資源班之特殊教育教師，採隨機抽樣法之叢集抽樣，並以問卷方式進行資料收集，共發出285份問卷，回收277份問卷，有效問卷243份，有效問卷回收率為85.3%。經資料處理與統計分析，主要結果發現：
一、研究對象之工作壓力為中高程度，其中壓力較大之前兩項為「工作負荷」及「專業知能」。整體工作壓力、專業知能壓力與行政支持壓力會因「擔任職務」之不同而有顯著差異，顯示專任教師之整體工作壓力、專業知能與行政支持壓力會顯著高於教師兼行政教師。
二、研究對象之社會支持為中高程度，其中以「評價性支持」最高，「訊息性支持」則為最低。其中情緒性支持會因「性別」之不同而有顯著差異，顯示女性資源班教師其情緒性支持感受顯著高於男性資源班教師。
三、研究對象中約81.5%無憂鬱傾向，6.2%為輕度憂鬱傾向，5.3%為中度憂鬱傾向，7.0%為重度憂鬱傾向。其中憂鬱傾向會因「年齡」之不同而有顯著差異，顯示25-29歲之資源班教師其憂鬱傾向顯著高於50歲以上之資源班教師。
四、研究對象之工作壓力與社會支持呈顯著負相關，表示社會支持愈高時，其工作壓力感受程度愈低；研究對象之工作壓力與憂鬱傾向呈顯著正相關，表示工作壓力愈高時，其憂鬱傾向愈大；研究對象之社會支持與憂鬱傾向呈顯著負相關，表示社會支持愈高時，其憂鬱傾向愈小。
五、研究對象之個人背景變項、整體工作壓力與整體社會支持可有效預測憂鬱傾向，並可解釋總變異量之35.9%。其中整體工作壓力、角色壓力、年齡、教育程度與資源班任教年資為預測憂鬱傾向之顯著變項。
本研究根據研究結果提出建議，供教育行政機關、學校機關、資源班教師以及未來研究參考。

The purpose of this study is to understand and explore the relationship of the resource room teachers’ work stress, social support and depressive tendency in junior high schools. We analysis the correlation of the teachers’ background, work stress and social support versus their depressive tendency.
The target population are the junior high school resource room teachers in Taipei. The sampling method is cluster sampling. A cross-sectional survey was adopted and the deta was collected in questionnaires. A total of 285 questionnaires were issued, 277 questionnaires are returned and 243 questionnaires were validated (85.3% validity). The main results were listed as follow:
1.Work stress of samples is above the average. The two primary reasons of work stress are workload and professional knowledge. The work stress, professional knowledge’s stress and administrative support’s stress are associated with “position”. The full-time teachers show higher work stress, professional knowledge’s stress and administrative support’s stress than administrative teachers.
2.Social support of samples is above the average. The appraisal support is the highest among the others, where the informational support is the lowest. The emotional support is associated with “gender”. The female resource room teachers show significant higher emotional support than male resource room teachers.
3.About 81.5% of the research samples have no depressive tendency, 6.2% have mild depressive tendency, 5.3% have moderate depressive tendency and 7.0% have severe depressive tendency. The depressive tendency is associated with “age”. The age of 25-29 resource room teachers show significant higher depressive tendency than the age above 50.
4.Work stress and social support have significant negative correlation.The higher the social support, the lower the work stress. Work stress and depressive tendency have significant positive correlation. The more the work stress, the more the depressive tendency. Social support and depressive tendency have significant negative correlation. The more the social support, the less the depressive tendency.
5.The study of social demographic variables, work stress and social support predicts the depressive tendency and explains 35.9% of total variance. The work stress, role stress, age, education level and years of teaching in resource room were significant variables of depressive tendency.
Based on our study, we provide suggestions to educational authorities, junior high schools, resource room teachers and future research.

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