國中教師情緒勞務、自我復原力、社會支持與工作倦怠之相關研究

A Study of Relationships among Junior High School Teacher's Emotional Labor, Ego-resiliency, Social Support and Job Burnout

范霈穎(Pei-Ying Fan)

指導教授 ： 陳靜怡

國立暨南國際大學/教育學院/終身學習與人力資源發展碩士學位學程碩士在職專班/碩士(2022年)

https://doi.org/10.6837/ncnu202200284

摘要

隨著時代的進步，國中教師不僅要傳授知識，也需要面對社會期待，並陪伴身心發展快速的學生。而教師的工作負荷增加，長期容易產生工作倦怠。本研究旨在探討國中教師情緒勞務、自我復原力、社會支持與工作倦怠之關係，希望透過研究結果提供實務建議，以幫助教師降低工作壓力與倦怠感，並提升教學品質。因此，本研究採問卷調查法，針對國中教師回收306份有效問卷進行統計分析。
　　研究結果顯示：進行情緒勞務所付出的心力會使教師增加情緒耗竭及成就感低落，相對地願意進行情緒勞務則能幫助教師降低去人性化。自我復原力與社會支持能協助部分降低工作倦怠，其中嘗新特質、主管及家長支持能協助降低情緒耗竭；復原特質、親友師生支持能降低成就感低落；嘗新特質、親友師生支持則能幫助降低去人性化。而自我復原力與社會支持在情緒勞務與工作倦怠關係具部分調節效果，其中嘗新特質及主管支持可以協助教師在表層演出時運用開放的角度看待困境，並得到適當的協助，使教師身心平衡，進而降低情緒耗竭；當教師進行深層演出，若有家長的協助，便能使教師更妥善的調整自身狀態，減緩成就感低落；復原特質能幫助教師在進行深層演出時運用關懷他人的心態來減緩去人性化。

關鍵字

情緒勞務 ； 自我復原力 ； 社會支持 ； 工作倦怠

並列摘要

The responsibility of a junior high school teacher is to teach and accompany teenagers who go through rapid physical and mental developments. At the same time, they also need to deal with certain social expectation. With the progress of times, the workload of these teachers has increased which leads to long-term job burnout. The purpose of this study is to explore the relationship between emotional labor, ego-resiliency, social support and job burnout. This study aims to provide practical suggestions to help reduce teachers’ stress from work and improve their teaching. Questionnaire survey method was adopted and the questionnaire the researcher designed was distributed to junior high school teachers. And there were 306 valid questionnaire results collected and analyzed statistically.
　　The results of this study show that the teachers’ emotional labor increases their emotional exhaustion and lowers their senses of accomplishment. However, teachers’ willingness to perform emotional labor helps them reduce depersonalization. Ego-resiliency and social support help reduce teachers’ job burnout. Curiosity, support from supervisors and student's parents help reduce emotional exhaustion. Resilience and support from teachers’ family and work places enforce their senses of accomplishment. Curiosity and support from teachers’ family and workplaces reduce depersonalization. Ego-resiliency and social support have a partial moderating effect on the relationship between emotional labor and job burnout. Among them, curiosity and support from supervisor help teachers view difficulties with open-minded perspective. Appropriate assistance for the teachers also helps them balance their mind while performing surface acting, thereby reducing emotional exhaustion. While performing deep acting, teachers can adjust their own state and enforce personal accomplishment with the help of student's parents. Resilience helps teachers use the attitude of caring and slow down the depersonalization while performing deep acting.

並列關鍵字

Emotional Labor ； Ego-resiliency ； Social Support ； Job Burnout

參考文獻

李安明、黃芳銘、呂晶晶（2012）。「國民小學教育人員情緒勞務量表」之發展與編製。測驗學刊，59(3)，451-486。

連廷嘉（2015）。中小學教師的依附關係、完美主義、社會支持、憂鬱與慢性疲勞症候群之相關研究。諮商心理與復健諮商學報，28，35-56。

House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.

一、中文部分

丁毓珊、洪健容（2021）。後疫情時代下中小學教師落實新課綱的策略與行動。臺灣教育評論月刊，10(8)，08-15。