高雄市國小教師情緒勞務與工作敬業心之關係-以正向心理資本為調節變項

An Empirical Study on the Relationships between Emotional labor and Job Engagement Among the Kaohsiung City Elementary School Teachers：The Moderating Effects of Positive Psychological Capital

余品蓉(Pin-Jung Yu)

指導教授 ： 魏惠娟

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

近年來少子化現象所造成的國小減班、超額教師等問題，以及學生偏差行為及霸凌事件增多，零體罰與正向管教政策全面拍動，再加上學生家長的高度涉入，讓國小教師的輔導管教面臨新的考驗，這些因素都會加重國小教師的工作壓力與情緒勞務，同時也突顯探討國小教師情緒勞務的重要性，因此引起本研究對教師情緒勞務研究之動機。
本研究旨在建立教師情緒勞務、正向心理資本與工作敬業心之理論模式，以驗證高雄市國小教師在情緒勞務與工作敬業心之關聯性，並以正向心理資本為調節變項。研究對象為高雄市公立國民小學教師，採分層立意抽樣，總計發放700份問卷，有效回收566份，回收率為81%。研究工具包含情緒勞務、正向心理資本和工作敬業心三份量表，所取得資料以SPSS與AMOS軟體進行分析，研究各變項之影響關係。
實證研究結果顯示教師情緒勞務的表層演出對工作敬業心產生顯著負向影響；教師情緒勞務的深層演出對工作敬業心產生顯著正向影響；教師情緒勞務的自然情感之表達對工作敬業心有顯著正向影響；教師正向心理資本對工作敬業心有顯著正向影響；教師情緒勞務之表層演出與正向心理資本交互作用後會對工作敬業心產生調節效果；且隨著教師個人部分基本特性之不同，在教師情緒勞務、正向心理資本與工作敬業心上有顯著之差異性。根據研究結果，本研究提供研究者與教育機關實務建議，期望能補足以往理論不足部分並對實務產生貢獻。

關鍵字

正向心理資本 ； 教師情緒勞務 ； 工作敬業心

並列摘要

Recently low birthrates have caused a decrease in student enrollment among many schools. This causes many seperate low student classes to be merged into a single high student class.Students are now exhibiting increasingly aggressive behaviors including bullying other students. Current laws in Taiwan forbid teachers from implementing physical punishment as negative reinforcement but rather encouraging teachers to teach with positive reinforcment. With these factors, students’ parents put more pressure on the teachers, increasing stress and emotional labor. Because this incident is hapenning at an increasing rate, a great importance is placed on emotional labor.Therefore, this is one of research motivation of my study.
The purpose of this study is to establish the theoretical model of teachers’ emotional labor, positive psychological capital, and job engagement to analyze the relevance between emotional labor and job engagement of the public elementary school teachers in Kaohsiung City. Secondly, to analyze the direct and indirect relationships with positive psychological capital as the moderating variables. The samples were collected from the full-time public elementary school teachers in Kaohsiung City with stratified sampling. A total of 700 questionnaires were administererd and 566 effective respondents were acquired, yielding a response rate of 81%. The structural questionnaires used in the study included three constructs of teachers’ emotional labor, positive psychological capital, and job engagement. SPSS and AMOS were applied to analyze the relationships among the variables.
The empirical results showed that emotional labor of surface acting had a significantly negative impact on job engagement. Within emotional labor, both deep acting and expression of naturally felt emotions had a significantly positive impact on job engagement. Positive psychological capital also had a significantly positive impact on job engagement. Positive psychological capital caused moderating effects between teachers’ surface acting and job engagement. Moreover, teachers’ personality characteristics indicated statistical significance in terms of teachers’ emotional labor, positive psychological capital, and job engagement. The results hope to make up the multilevel theory and contribute to the practical field.

並列關鍵字

positive psychological capital ； teachers’ emotional labor ； job engagement

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