中部地區教保員休閒運動參與、情緒智力與教學效能關係之研究

A study on the relationship among leisure sports participation, emotional intelligence and teaching effectiveness of preschool educator in central Taiwan

施國森(Kuo-Sen Shih) ； 黃欣怡(Hsin-Yi Huang) ； 張世沛(Shih-Pei Chang) ； 張志銘(Chih-Ming Chang)

《運動與遊憩研究》 16卷2期 (2021/12) Pp. 89-104

https://doi.org/10.29423/JSRR.202112_16(2).08

摘要

教保服務人員的教學成效及情緒狀況是影響幼兒教育的重要因素，而規律且適當的休閒運動可以增進個人的身心健康、舒緩情緒進而提升教學效能。本研究旨在探討中部地區幼兒園教保服務人員休閒運動參與、情緒智力與教學效能之關係研究。以中部地區五縣市幼兒園教保服務人員為研究對象，共發出500份問卷，有效問卷487份，有效問卷率97.4%。回收問卷資料以SPSS統計套裝軟體進行描述統計、信度分析、t檢定、皮爾森績差相關與迴歸分析，結論如下：一、休閒運動參與程度愈多，情緒智力表現愈好。休閒運動參與頻率愈多，愈會提高自我激勵情緒、認識自我情緒、管理自我情緒、情緒察覺表達、認識他人情緒的表現。休閒運動參與時間愈多，愈會提高自我激勵情緒。二、休閒運動參與愈高，就能有效提升教學效能的表現。休閒運動參與頻率愈多，愈會提高自我效能、充實教學準備。休閒運動參與時間愈多，愈會提高自我效能、提升教學準備。三、情緒智力愈好時，就愈能提升教學效能的表現。教保服務人員認識自我情緒狀況、適當覺察與表達情緒與認識他人情緒狀況，可以有效提升教學效能之表現。本研究結果將提供幼兒園教保人員、幼教相關單位及未來研究者參考，以落實休閒運動之參與，進而情緒智力及教學效能。

關鍵字

休閒運動頻率 ； 自我激勵 ； 認識自我情緒 ； 自我效能

並列摘要

The purpose of this research is to explore a study on the relationship among leisure sports participation, emotional intelligence and teaching effectiveness of preschool educators in central Taiwan. The participants were preschool educators from the five counties and cities in the central region of Taiwan. A total of 500 questionnaires were sent out, and 487 valid questionnaires of which were collected, with an effective questionnaire rate of 97.4%. The data was analyzed by using SPSS statistical package software for descriptive statistical analysis, reliability analysis, t test, Pearson correlation analysis and regression analysis. The findings of the study were: 1. The more leisure sport participation the preschool educators involved, the better emotional intelligence they performed. The recreational sport frequency had a positive correlation with improving self-motivation, knowing self-emotions, managing self-emotions, arising emotional awareness, and recognizing emotions in others. The more leisure sport participation time the preschool educators had improved more of their self-motivation. 2.The higher leisure sport participation the preschool educators had, the better performance of their teaching effectiveness. The preschool educators with higher recreational sport frequency showed more improvement in their self-efficacy and teaching effectiveness. The leisure sport participation time also showed positive correlation with improving self-efficacy and teaching effectiveness. 3. The preschool educators who showed a higher level of emotional intelligence had better teaching effectiveness performance. The preschool educators who knew the status of their emotions, properly detected and expressed their emotions, and recognized the emotions in others could effectively improve their teaching effectiveness. Based on the results of the research, suggestions are made in hope of providing reference for preschool educators, education-related units, and future researchers to implement the participation of leisure sports, and then enhance emotional intelligence and teaching effectiveness of those.

並列關鍵字

job autonomy ； peer support ； job satisfaction ； willingness of continuing service

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