情緒勞務與工作倦怠之關係：以教師自我效能與人格特質為調節變項

A Study on the Relationship between Emotional Labor and Burnout: Using Teacher Self-efficacy and Personality as Moderators

洪于涵(Yu-Han Hung)

指導教授 ： 戚樹誠

國立臺灣大學/管理學院/商學研究所/碩士(2016年)

https://doi.org/10.6342/NTU201610446

摘要

教育是國家進步的原動力，而教育的執行者為教師，社會對教師在情緒的表現上有一定的要求，使得教師被歸類為高情緒勞務的一種工作，而教師的情緒問題與其所導致的工作倦怠對教學品質與學子的學習狀況有相當大的影響，對於國家教育與未來發展影響甚深。有鑑於此，本研究首先探討情緒勞務對工作倦怠的影響，再以教師自我效能與人格特質為調節變項，探討其對情緒勞務與工作倦怠關係之調節現象。經由實證分析，本研究之主要發現如下：
1. 教師之情緒勞務對工作倦怠有正向影響。當教師被要求表現出符合社會期待的情緒表現時，其情緒勞務負荷越高，則所造成的工作倦怠程度越高。
2. 教師自我效能中，教學策略效能、班級經營效能、學生參與效能對情緒勞務與工作倦怠之關係皆有正向的調節現象。透過培養教師對教學策略、班級經營、學生參與等方面的自信，能有效的降低教師工作倦怠的程度。然而，高教師自我效能者在情緒勞務上升時，工作倦怠攀升的程度會較低效能者更快。
3. 人格特質中，親和性對情緒勞務與工作倦怠之關係有正向的調節現象。教育單位或校方於甄選教職員時應以適當之衡量方式挑選最適合之人選。高親和性之教師工作倦怠程度較低，但於情緒勞務負荷攀升時，工作倦怠感上升的程度會較低親和性的教師高。
4. 人格特質中，神經質傾向對情緒勞務與工作倦怠之關係有負向的調節現象。低神經質傾向之教師工作倦怠程度較低，但於情緒勞務負荷上升時，其工作倦怠程度攀升的速度會較高神經質傾向的教師快。

關鍵字

情緒勞務 ； 工作倦怠 ； 教師自我效能 ； 五大人格特質

並列摘要

Education is the source of motivation of the country. Teachers, the executor of education, are often requested to show appropriate emotions by the society, which makes teacher a high emotional labor job. Also, a teacher’s emotional problems and the burnouts caused by these problems often have a great influence on teaching quality and the learning situation of students. For these purposes, this study examined the relationship between emotional labor and burnout firstly. Then use teacher self-efficacy and personality as moderators to discuss the moderating effect. The result indicated the following conclusions:
1. A teacher’s emotional labor and burnout has a positive relationship. When teachers are asked to perform expected emotional expressions, the higher the burden of emotional labor, the higher the level of burnout.
2. Under teacher self-efficacy, efficacy of instructional strategies, classroom management and student engagement all have a positive moderating effect in the relationship between emotional labor and burnout. Through cultivating a teacher’s confidence in these three aspects, the level of burnout of the teacher can be effectively decreased. However, when emotional labor rises, the increasing rate of burnout level of a high-efficacy teacher tend to be faster than that of a low-efficacy teacher.
3. Under the big five personalities, agreeableness has a positive moderating effect in the relationship between emotional labor and burnout. Authorities concerned should use a proper way to choose suitable teachers. With high agreeableness, the level of burnout tends to be lower. However, when emotional labor rises, the increasing rate of burnout level of a high-agreeableness teacher tend to be faster than that of a low-agreeableness teacher.
4. Under the big five personalities, neuroticism has a negative moderating effect in the relationship between emotional labor and burnout. With low neuroticism, the level of burnout tends to be lower. However, when emotional labor rises, the increasing rate of burnout level of a low-neuroticism teacher tend to be faster than that of a high-neuroticism teacher.

並列關鍵字

emotional labor ； burnout ； teacher self-efficacy ； the big five personalities

參考文獻

吳淑蓉、王秀紅(2005)。護理人員情緒勞務及其相關因素探討。實證護理，1(4)，243-252。

周惠莉(2003)。五大人格特質、性別角色與轉換型領導關聯性之研究。中原大學企業管理研究所碩士論文。

林少龍、李文廷、陳曉天(2012)。情緒表達性、情緒勞務與員工正面情感傳遞之關連性研究。中卅管理與人文科學學刊，第二卷第一期，頁1-12。

謝梅君(2012)。桃園縣國中教師情緒智力、自我效能與工作壓力關係之研究。中原大學教育研究所碩士論文。

Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt.