國民小學校長正念與情緒智慧對幸福感影響研究

The Effects of Elementary School Principals' Mindfulness and Emotional Intelligence on Well-Being

謝傳崇(Chuan-Chung Hsieh) ； 李慧潔(Hui-Chieh Li) ； 蘇芳儀(Fang-Yi Su)

《臺北市立大學學報.教育類》 53卷1期 (2022/06) Pp. 1-21

https://doi.org/10.6336/JUTEE.202206_53(1).0001

摘要

本研究旨探討國民小學校長正念、情緒智慧與幸福感之現況，並探討校長正念對情緒智慧與幸福感的影響。研究方法為問卷調查法，並使用結構方程模式驗證校長正念、情緒智慧與幸福感的關係。本研究以臺灣地區公立國民小學107學年度所有校長為研究之母群體，採分層隨機取樣之方式蒐集樣本，有效問卷為671份。研究結果顯示：（1）臺灣地區公立國民小學校長正念、情緒智慧與幸福感之現況良好，三者具相關性，且影響關係模式適配度良好；（2）校長的正念顯著正向影響其幸福感；（3）校長的正念顯著正向影響其情緒智慧；（4）校長的情緒智慧顯著正向影響其幸福感；（5）當校長正念透過情緒智慧之中介作用對幸福感提升效果更顯著。本研究結果可提供校長與相關教育行政機關參考，具體提升校長幸福感。

關鍵字

校長 ； 正念 ； 情緒智慧 ； 幸福感

並列摘要

This study explores the relationships among mindfulness, emotional intelligence, and well-being of principals in elementary schools in Taiwan. The mediator effect of emotional intelligence was tested to examine the effect of principals' mindfulness on wellbeing. Stratified random sampling was employed to collect data. The respondents of the questionnaire survey comprised 671 elementary school principals in Taiwan. The results show that (1) the current status of principal's mindfulness, emotional intelligence, and well-being in elementary schools is good; (2) principal's mindfulness significantly and positively influences well-being; (3) principal's mindfulness significantly and positively influences emotional intelligence; (4) principals' emotional intelligence significantly and positively influences well-being and (5) principals' mindfulness affects well-being through a strong mediating effect of emotional intelligence. This study suggests that principals should apply mindfulness, stay positive all the time, and strengthen their capacity of emotional intelligence, thereby enhancing their overall level of well-being.

並列關鍵字

principal ； mindfulness ； emotional intelligence ； well-being

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