台灣地區國民小學教師實用智能、情緒智能與專業表現之相關研究

The Relationship among Practical Intelligence, Emotional Intelligence and Professional Performance of Taiwanese Elementary School Teachers

陳密桃(Mi-Tao Chen) ； 李新民(Hsing-Ming Lee) ； 黃秀霜(Hsiu-Shuang Huang)

《教育心理學報》 39卷2期 (2007/12) Pp. 295-316

https://doi.org/10.6251/BEP.20070612

摘要

本研究旨在發展適用台灣地區國民小學教師的實用智能、情緒智能、專業表現評量工具，並嘗試釐清實用智能與情緒智能之相關，以及實用智能與情緒智能兩者與專業表現的關聯。研究者以台灣地區3508名國小教師爲問卷調查的受試者，透過「國小教師實用智能量表」評量實用智能，「國小師教師情緒智能量表」評量情緒智能，以及「國小教師專業表現評量表」評量專業表現。蒐集所得實證資料透過驗證性因素分析以及結構方程模式進行考驗。統計分析結果發現國小教師情緒智能與實用智能有顯著相關，實用智能與情緒智能皆與國小教師專業表現有顯著關聯。檢討主要研究發現，研究者對未來研究可行努力方向提出相關建議。

關鍵字

國民小學教師 ； 專業表現 ； 情緒智能 ； 實用智能

並列摘要

The purpose of this study was to measure Taiwanese elementary school teachers' practical intelligence (PI), emotional intelligence (EI), and professional performance. In addition, this study tried to explore the relationships among PI, EI, and professional performance of elementary school teachers. Questionnaire survey was conducted with 3508 elementary school teachers in Taiwan. The major instruments for this study were Elementary School Teacher Practical Intelligence Scale (ESTPIS), Elementary School Teacher Emotional Intelligence Scale (ESTEIS), and Elementary School Teacher Professional Performance Checklist (ESTPPC), as measures of EI, PI, and professional performance, respectively. The obtained data were analyzed by confirmatory factor analysis (CFA) and structural equation modeling (SEM). The results showed that there were significantly correlations among PI, EI, and professional performance of elementary school teachers. Based on the findings, suggestions for future studies are provided.

並列關鍵字

elementary school teachers ； emotional intelligence ； practical intelligence ； professional performance

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