背景及目的：台灣教育制度不斷改革，社會大眾給予第一線教師的期待也愈加殷重，老師這個沉重的腦力工作，除了設計教案課程外，對於班級經營、學生輔導等，都需要耗費許多腦力心力。研究者在教育現場八年多，深知為數不少的教師們增生的壓力已嚴重影響到自身健康，教師的不當情緒也易引起親師生間緊繃的互動。加上近日疫情嚴重，住宿型學校的教師壓力幾乎緊繃到極限。在不增加老師過多時間下，本研究透過芳香療法中配戴檀香與薰衣草複方精油鍊的方式簡單地進入到教師生活中，希望能有效改善中小學教師的壓力與焦慮。
　　材料及方法：本研究以雲林地區一所住宿型中學與基隆市一所實驗小學教師為收案對象，招募60位教師，經主持人解說後有意願參與實驗者，請其簽署同意書完成收案。依招募順序隨機將受試者分為三組，A組為「複方精油鍊加費登奎斯」介入，B組為「複方精油鍊」介入，C組為「香精鍊」介入。三組於上班時間配戴精油項練四小時，A組於睡前或空閒時配合youtube影片練習費登奎斯，一周最少五次。三組於實驗前中後各填寫三次量表。量表為壓力知覺量表 (Chinese 14-item PSS) 、中文版情境特質焦慮量表-特質焦慮部分(STAI-T)、教學焦慮量表。
　　結果：本實驗結果配戴檀香與薰衣草複方精油鍊加費登奎斯的中小學教師們，在PSS壓力、STAI特質焦慮的正向情緒、教學焦慮的忙碌層面及擔憂層面上都有顯著的改善;而僅配戴檀香與薰衣草複方精油鍊的中小學教師們，在PSS壓力、教學焦慮的疲累層面及擔憂層面上也有顯著的改善。然而費登奎斯似乎對中小學教師壓力與焦慮並沒有顯著的加乘改善效果。整體而言，本實驗結果支持配戴檀香與薰衣草複方精油鍊能有效改善中小學教師壓力與焦慮。

　　Background and Purpose: Taiwan's education system is constantly being reformed. The public's expectations for teachers are also increasing. In addition to designing courses and teaching plans, class management and student guidance also consume much of teachers' mental energy. The researcher has been in the education scene for more than eight years and knows that the increased pressure on many teachers has seriously affected their health, and inappropriate expressions of emotion from teachers can easily cause great tension between teachers and students. Coupled with the impact of the COVID-19 epidemic, the pressure on teachers in 24-hour-a-day residential schools has almost reached its limit. Without taking too much time for the teacher, this study proposes that all the teacher has to do is to simply wear a sandalwood and lavender compound essential oil necklace in the work environment to produce an aromatherapy effect. The aim is to effectively improve the stress and anxiety experienced by primary and secondary school teachers.
　　Materials and Methods: This study involves teachers at a residential middle school in the Yunlin area and an experimental primary school in Keelung as its subjects. It was estimated that 60 teachers were to be recruited. Those who were willing to participate in the experiment after explanation by the host were asked to sign a consent form to complete the case study. The subjects were randomly divided into three groups according to their order of recruitment. Group A involved the intervention of "the compound essential oil necklace plus Feldenkrais method." Group B involved only the "compound essential oil necklace," and Group C involved only "a fragrant oil necklace." Participants in the three groups wore the necklace for four hours during working hours. Group A participants even practiced the Feidenquis method via YouTube at least five times a week before going to bed or during their free time. The three groups then filled out the scale measurement three times for before, during and after the experiment, respectively. The scales used were the Stress Perception Scale (Chinese 14-item PSS), the Chinese version of the Situational Trait Anxiety Scale-Trait Anxiety Part (STAI-T), and the Teaching Anxiety Scale.
　　Results: According to the results of the experiment, the primary and secondary school teachers who wore the sandalwood and lavender compound essential oil necklace and used the Feidenquis method had significant improvements in PSS pressure, positive emotions for the STAI trait anxiety and clear improvements in terms of responses to being busy and worry levels of teaching anxiety. The primary and secondary school teachers who only wore the sandalwood and lavender compound essential oil necklaces also significantly improved under PSS pressure, fatigue level and level of worry about teaching anxiety. The Feldenkrais method did not seem to have a significant improvement on the stress and anxiety of primary and secondary school teachers. Overall, the results of this experiment support that wearing sandalwood and lavender compound essential oil necklaces can effectively relieve the stress and anxiety of primary and secondary school teachers.

致謝 　i
自序 　iii
摘要 　v
Abstract 　vii
目次 　x
表目次 　xiv
圖目次 　xvi
第一章 緒論 　1
1.1 研究背景與動機 　1
1.2 研究目的　4
第二章 文獻回顧 　5
2.1 芳香療法　5
2.1.1 芳香療法的定義 　5
2.1.2 芳香療法的發展歷史 　6
2.1.3 中國使用芳香療法的歷史 　11
2.1.4 精油特性與進入人體的途徑 　17
2.1.4.1 精油特性17
2.1.4.2 精油進入人體的途徑19
2.2 費登奎斯方法 　21
2.2.1 費登奎斯方法的介紹　21
2.2.2 費登奎斯方法的應用　23
2.3 壓力 　28
2.3.1 壓力的定義 　28
2.3.2 壓力對健康的影響 　30
2.4 焦慮 　33
2.4.1 焦慮的定義 　33
2.4.2 焦慮的影響 　35
第三章 研究方法 　36
3.1 研究架構　36
3.1.1 研究步驟 　36
3.1.2 研究設計 　37
3.2 研究對象與時間 　40
3.3 研究工具　41
3.4 統計分析　50
第四章 結果 　51
4.1 個人基本資料分析 　51
4.2 檀香與薰衣草複方精油鍊對中小學教師壓力與焦慮的成效分析 　52
4.3 檀香與薰衣草複方精油鍊加費登奎斯組合對中小學教師壓力與焦慮的成效分析 　54
4.4 費登奎斯是否對教師們壓力與焦慮改善有加乘效果分析 　56
4.5 精油與香精對中小學教師壓力與焦慮成效分析 　59
第五章 討論 　73
5.1 檀香與薰衣草複方精油鍊對中小學教師壓力與焦慮的成效　73
5.2 檀香與薰衣草複方精油鍊加費登奎斯組合對中小學教師壓力與焦慮的成效 　75
5.3 費登奎斯對中小學教師壓力與焦慮改善是否有加乘影響 　76
5.4 精油與香精對中小學教師壓力與焦慮成效的比較 　77
第六章 結論與建議　78
6.1 結論 　78
6.2 研究限制與建議 　79
參考文獻 　81
中文文獻 　81
英文文獻 　84
附錄一 正試問卷 　96
附錄二 同意研究證明書 　99
附錄三 研究工具同意書 　101
附錄四 本實驗精油與香精成分結構 　102
表目次
表2.1 芳香療法的歷史發展沿革　6
表2.2 中國芳香療法歷史　12
表2.3 費登奎斯方法兩種進行模式　23
表2.4 費登奎斯相關研究　25
表2.5 焦慮程度四階段　34
表3.1 壓力知覺量表計分方式　44
表3.2 STAI 量表兩種測量類型　46
表3.3 STAI 量表計分方式　47
表3.4 教學焦慮量表層面與題號　49
表4.1 個人基本資料　63
表4.2 精油加費登奎斯組(A)-PSS、STAI-T、教學焦慮在不同時間點的比較　65
表4.3 精油組(B)-PSS、STAI-T、教學焦慮在不同時間點的比較　66
表4.4 香精組(C)-PSS、STAI-T、教學焦慮在不同時間點的比較　67
表4.5 精油加費登奎斯組與精油組在前測(T1)時間點的比較　68
表4.6 精油加費登奎斯組與精油組在T1-T2 與T1-T3 差別的比較　69
表4.7 精油組與香精組比較在在不同時間點的比較　71
圖目次
圖2.1 精油進入人體之途徑　20
圖2.2 人體腎上腺對壓力的反應　29
圖2.3 壓力對生理健康的關係　31
圖2.4 壓力與情緒的關係　32
圖3.1 實驗步驟　36
圖3.2 實驗流程　39
圖3.3 本研究實驗使用之精油鍊　42

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