小學教師面對角色知覺差距的情緒感受：類型建構與量表編製

The Emotional Reactions of Perceived Role Discrepancy among Elementary School Teachers: The Typology and Scale Development

郭丁熒(Ding-Ying Guo)

《應用心理研究》 14期 (2002/06) Pp. 191-220

摘要

本研究旨在探討小學教師面對角色知覺差距時的情緒感受，兼採文獻探討、半結構晤談、及調查等方法，進行資料蒐集。研究者先透過文獻探討提出教師理想角色與實際角色差距情緒感受的理論類型，並透過半結構晤談來蒐集相關資料，據以編製國民小學教師角色知覺差距因應情緒感受之研究工具，再以台灣地區389位小學教師爲對象進行預試，編訂完成「小學教師角色知覺差距情緒感受量表」。本量表共24題，包括「傷害／喪失」、「挑戰」、「沒關係」、及「威脅」四因素，四個因素轉軸前之累積解釋量爲74.6%，α係數分別爲.96、.87、.65、.95，總層面之α係數則爲.95；並經專家審查，顯示本量表之效度、信度頗佳。最後根據研究發現，提出繼續以實證研究作爲規劃培訓課程及協助教師表達情緒感受之依據、應用本量表於相關領域之實證研究、嘗試應用現代測驗理論於情緒感受量表的編製、以及建立本量表之常模等建議。

關鍵字

小學教師 ； 角色知覺差距 ； 情緒感受量表

並列摘要

This study aimed to explore the emotional reactions of perceived role discrepancy among elementary school teachers. Semi-structured interviews, and questionnaire survey were used to collect data. Based on the literature review, a theoretical typology of teachers' emotional reactions resulting from perceived discrepancy between ideal and actual role experiences were proposed. Semi-structured interviews were then used to collect relevant information to develop the 24-item ”Inventory of Emotional Reactions of Perceived Role Discrepancy” (IERPRD). This inventory was administered to 389 elementary school teachers. Factor analysis revealed 4 factors, including ”harm/loss”, ”challenge”, ”dismiss” and ”threat”, accounting for 74.6% of total variance. The IERPRD had good reliability, with Cronbach's α coefficients of .96, .87, .65, .95 for the four subscales and .95 for the entire scale. Expert validity for the IERPRD was also ascertained.

並列關鍵字

elementary school teachers ； perceived role discrepancy ； the Inventory of Emotional Reactions of Perceived Role Discrepancy

參考文獻

Anderson, L. W.,Ching, M.,M. J. Dunkin, (Ed.)(1987).The international encyclopedia of teaching and teacher education.Oxford:Pergamon Press.

Brack, G.,McCarthy, C. J.(1996).Transactional model of coping, appraisals, and emotional reactions to stress.ERIC Document Reproduction Service.

Bullough, R. V.,J. Smyth (Ed.)(1987).Educating teachers: Changing the nature of pedagogical knowledge.London:The Falmer Press.

Burke, R. J.,Weir, T.,C. L. Cooper,R. Payne (Eds.)(1980).Current concerns in occupational stress.N. Y.:Wiely & Sons.

Coulter, F.,M. J. Dunkin (Ed.)(1987).The international encyclopedia of teaching and teacher education.Oxford:Pergamon Press.