彰化縣國中教師情緒管理、工作壓力與班級經營效能之調查研究

本研究目的欲瞭解彰化縣國中教師情緒管理、工作壓力與班級經營效能之關係。研究對象為106學年度彰化縣公立國中之現任導師，並以集群分析及分層隨機抽樣，按校數比例抽取大型學校4所、中型學校5所、小型學校5所，共14所學校施測，共發放515份問卷，回收有效樣本為366份。問卷內容包括教師基本資料、情緒管理、工作壓力、班級經營效能等四部分。研究結果發現：(1)彰化縣國民中學教師情緒管理整體表現良好，教師工作壓力程度偏低，教師班級經營效能整體表現良好；(2)不同背景變項之教師其情緒管理、工作壓力、班級經營效能之整體表現並無差異，但不同性別在「情緒表達」、「自我情緒調適」、「教學與輔導管教壓力」達顯著差異；不同年齡在「他人情緒認知」、「教學活動」達顯著差異；不同導師年資在「他人情緒認知」、「教學與輔導管教壓力」、「工作負荷壓力」、「處理班級事務」達顯著差異；不同學歷在「自我情緒掌控」、「自我情緒認知」達顯著差異；不同學校規模在「教學與輔導管教壓力」、「教學活動」、「親師關係」達顯著差異；不同職務在「班級教學壓力」、「處理班級事務」、「親師關係」達顯著差異；(3)情緒管理與工作壓力有顯著負相關；情緒管理與班級經營效能有顯著正相關；工作壓力與班級經營效能有顯著負相關。使用偏最小平方法PLS(Partial Least Squares)進行分析，根據研究指出：(1)情緒管理對工作壓力有負向顯著影響；(2)情緒管理對班級經營效能具有正向顯著影響；(3)工作壓力對班級經營效能具有正向顯著影響；(4)情緒管理、工作壓力與班級經營效能之關係，以工作壓力為中介變項，結果VAF低於20％，表示不具中介效果；研究結果顯示教師情緒管理能力非常重要，影響教師工作壓力與班級經營效能。根據本研究之結果，提供具體的建議，以作為教育上與未來學術研究之參考。

關鍵字

國中教師；情緒管理；工作壓力；班級經營效能

並列摘要

The purpose of this study was to explore the relationship between emotion management, work stress, and classroom management effectiveness of teachers in junior high schools of Changhua County.The population was the current homeroom teachers of the public junior high schools of Changhua County.Researcher used cluster analysis to divide schools into large, medium, and small scales and stratified random sampling to collect 4 large-scale school, 5 medium-scale schools, and 5 small-scale schools, for a total of 14 schools. A questionnaire survey was conducted on qualified subjects in these schools. A total of 515 questionnaires were distributed and 366 valid questionnaires were returned. The number of valid samples was 366.The questionnaire included four parts: basic data, emotion management, work stress, and classroom management effectiveness. The results were as follows: (1) The emotion management ability of the teachers of the public junior high schools of Changhua County. The teachers’ work stress was relatively low, and the overall performance of the teachers’ classroom management effectiveness was good. (2) There was no difference in the overall performance of emotion management, work stress and classroom management effectiveness among subjects with different background variables; Different genders had significant differences in the variables of emotion expression, self-emotion adjustment, and stress on teaching and counseling; Different ages had significant differences in emotion awareness of othersand teaching activities;The homeroom teachers with different years of experience achieved significant differences in emotion awareness of others, stress on teaching and counseling, stress on workload, and workload of homeroom teacher; The teachers with different degrees achieved significant differences in self-emotion control and self-emotion awareness;Teachers in schools of different sizes achieved significant differences in stress on teaching and counselling,teaching activities, and parent-teacher relations; Different positions had significant differences in stress on homeroom teaching and workload of homeroom teacher, and parent-teacher relations (3) There was a significant negative correlation between emotion management and work stress. There was a significant positive correlation between emotion management and classroom management effectiveness. There was a significant negative correlation between work stress and classroom management effectiveness. Additionally, this study used PLS (partial least squares) method for analysis and found the followings: (1) Emotion management has a significant negative effect on work stress. (2) Emotion management has a significant positive effect on classroom management effectiveness. (3) Work stress has a significant positive effect on classroom management effectiveness. (4) This study used work stress as an intermediary variable to explore the relationship between emotion management, work stress, and classroom management effectiveness. As the result, the VAF was less than 20%, indicating that it has no mediating effect. The results also showed that the teacher's emotion management ability was extremely important, it will affect the teacher's work stress and the classroom management effectiveness. Based on the results, this study provided some recommendations for educational application and future academic research.