教學投入、教學承諾與教師情緒的關聯研究：自我慈悲的干擾型中介分析

本研究旨在瞭解教學投入、教學承諾與自我慈悲對教師情緒的影響，並探討自我慈悲對教學承諾與教師情緒之調節效果。調查對象為臺灣北中南部，公立國民中學415位教師（男生111人，女生304人）。研究工具包括自編「教學投入量表」、自編「教學承諾量表」、修編「自我慈悲量表」與自編「教師情緒量表」。所得的資料以描述性統計、變異數分析、皮爾森積差相關，以及多元迴歸分析進行統計考驗。主要研究結果如下：一、兼職行政教師正向情緒程度較高，而性別及年資無顯著差異；女性教師負向情緒程度較高，而年資與職務無顯著差異。二、男性、兼職行政教師在趨向承諾知覺較高；導師在迴避承諾知覺較高；整體教學承諾、趨向承諾及迴避承諾不因年資而有顯著差異。三、不同年資教師在整體教學投入、認知投入及行為投入有顯著差異，而性別及職務無顯著差異。四、不同性別、年資及職務教師在整體自我慈悲、自我友善及自我寬恕無顯著差異。五、整體教學投入、認知投入及行為投入與趨向承諾呈正相關；與正向情緒及負向情緒呈正相關；與自我慈悲、自我友善及自我寬恕呈正相關；與迴避承諾則無顯著差異。六、趨向承諾與正向情緒、自我慈悲及自我友善呈正相關；迴避承諾與負向情緒呈正相關，與自我慈悲及自我寬恕及呈負相關。七、教學投入對趨向承諾、正向情緒及負向情緒有顯著正向預測效果，而無法預測迴避承諾。八、趨向承諾對正向情緒有顯著正向預測效果，而迴避承諾對負向情緒有些微正向預測效果。九、自我慈悲總分及自我友善對趨向承諾與教師正向情緒具有調節效果，自我慈悲及自我友善程度愈高，趨向承諾與教師正向情緒的關聯程度愈高。依據本研究發現結果，提出各項建議，供教育實務相關單位與未來研究參考。

關鍵字

自我慈悲；國中教師；教學投入；教學承諾；教師情緒

並列摘要

This research is aimed to understand the impacts of various teaching engagement, teaching commitment and self-compassion on teachers’ emotion among junior high school teachers; moreover, to examine the moderating effects of self-compassion on teaching commitment and teachers’ emotion. Total 415 teachers(111 males and 304 females)participated in this study from public junior high school in the northern, central, southern parts of Taiwan. All participants completed the self-made Teaching Engagement Scale, self-made Teaching Commitment Scale, revised Self-Compassion Scale, and self-made Teacher Emotion Scale. All data were analyzed using descriptive statistics, ANOVA, Pearson correlation analysis, multiple and regression analysis. The main findings of the study are as follows: 1. The positive emotion level of part-time administrative teachers was perceived higher than the full-time teacher, with no significant difference between gender and years of experience. However, the negative emotion level of female teachers was perceived higher than male teachers, with no significant difference between experience and position. 2.The male, part-time administrative teachers had higher perception of approach commitment and the advisor had higher perception of avoidance commitment. Furthermore, there was no significant difference between years of experience and teaching commitment, approach commitment or avoidance commitment. 3. Teachers with distinct years of experience employed significantly different levels of teaching engagement, behavior engagement and cognitive engagement, while there was no significant difference between gender and position. 4. There was no significant difference between the teachers with different gender, various years of experience or positions and self-compassion, self-kindness or self-forgiveness. 5. Overall, all of the teaching engagement, behavior engagement and cognitive engagement were positively correlated with the approach commitment, positive/negative emotion, self-compassion, self-kindness and self-forgiveness, whereas there was no significant difference between those engagements and avoidance commitment. 6. Approach commitment was positively correlated with the positive emotion, self-compassion and self-kindness. There was a positive correlation between the avoidance commitment and negative emotion. However, avoidance commitment was negatively associated with self-compassion and self-forgiveness. 7. The prediction impact of teaching engagement on approach commitment, positive and negative emotion was significantly positive, whereas the impact on avoidance commitment was unpredictable. 8. The prediction impact of approach commitment on positive emotion was significantly positive, while the prediction impact of avoidance commitment on negative emotion was marginally positive. 9. There were significant moderating effects for self-compassion and self-kindness on approach commitment and positive emotion. Greater degree of self-compassion and self-kindness increase the levels of approach commitment and positive emotion. In conclusion, this study provides applicable suggestions, which may improve the school, administration, counselors, teachers and further researchers.