本研究從轉化學習之觀點,探究國小教師遭逢特殊境遇時,其觀點轉化學習歷程,研究目的在了解國小教師之宗教信仰與遭逢特殊境遇時之因應方式、情緒調節、生活調適的相互關係。 本研究採半結構訪談法,根據研究目的採立意取樣選出四位同時具有特殊境遇與宗教信仰的教師受訪者,進行深度訪談後,經編碼、統整及分析,歸納出本研究的發現,再提出結論與建議。本研究發現特殊境遇是啟發觀點轉化學習的關鍵,而宗教信仰則是促發其正向思考的主要因素。 本研究結論如下: 一、特殊境遇國小教師的宗教信仰經歷不同階段觀點轉化學習歷程。 二、宗教信仰與觀點轉化使特殊境遇教師採取正向因應方式。 三、宗教信仰與觀點轉化有助於特殊境遇教師的情緒調節。 四、宗教信仰與觀點轉化正向影響特殊境遇教師之生活調適。 五、教師之宗教信仰及觀點轉化與其特殊境遇因應方式、情緒調節、生活調適有相互關聯。 最後,本研究根據上述研究結果,提出對學校行政、國民小學教師以及未來研究者之建議。
The research is to explore the process of viewpoint transformative learning when primary school teachers encounter special circumstance. The purpose is about understanding religion correlated with coping way, emotional regulation and life adjustment of primary school teacher in some special circumstance. The research is done by semi-structure interview. According to the purpose of research, there are four teachers who encounter particular situation and have specific religion randomly as volunteers. After profound interview, encoding samples, analyzing, and inducing findings. Eventually the conclusion and suggestion are submitted. It was discovered that extraordinary circumstance is the primary factor to trigger viewpoint transformative learning, and religion is the power to bring positive thinking. The followings are conclusions, 1.Religion of primary school teachers encountering extraordinary circumstance are passed through different stages of viewpoint transformative learning process. 2.Religion and viewpoint transformation make teachers in extraordinary circumstance adopt positive coping way. 3.Religion and viewpoint transformation help teachers in extraordinary circumstance to regulate their emotion positively. 4.Religion and viewpoint transformation influence teachers in extraordinary circumstance to adjust their life positively. 5.Teachers’ religion and viewpoint transformation are correlated to coping way of extraordinary circumstance, emotional regulation and life adjustment. Eventually, this research is proposed to school administration and primary school teachers and researchers in the future.