國中教師忍的情緒調控策略與組織承諾之關係

The Realationships among Emotion Regulation Strategies in Forbearance and Junior High School Teachers’ Organizational Commitments

洪雅汶(Ya-Wen Hung)

指導教授 ： 鄭明長

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6346/NPUST.2012.00174

摘要

本研究旨在瞭解屏東縣國中教師忍的情緒調控策略對組織承諾之關係。本研究採文獻分析、問卷調查等方法，採隨機抽樣方式，抽取275名國中教師者為研究樣本，以改編「忍的情緒調控策略與教師組織承諾問卷」為研究工具。以T考驗、單因子多變量分析等統計方法進行分析。綜合本研究結果如下：
一、行政經驗與學校規模不同背景變項之國中教師在忍的情緒調控策略與教師組織承諾有顯著差異。
二、國中教師面對行政同仁或長官的衝突時，經常選擇「隱忍式忍」策略面對。
三、經常使用「精神式忍」策略去面對行政同仁與長官衝突的教師，其整體教師組織承諾度是較高的。
四、教師面對長官的衝突，經常採取「轉移式忍」策略，在「組織認同」與「努力意願」的承諾度表現是高的。
五、教師面對行政同仁若常常採取「直接表達情緒」或「轉移式忍」策略時，其整體教師組織承諾度是較低的。
六、教師面對長官時，若常常採取「直接表達情緒」時，其「組織認同」承諾度是高的，但是留職傾向」承諾度是低的。
本研究根據資料結果進行討論，並提供學校主管、教職員及後續研究人員之建議。

關鍵字

國中教師 ； 忍的情緒調控策略 ； 教師組織承諾

並列摘要

This study aims to understand the relationship between the forbearance strategies of junior high school teachers in Pingtung and the commitment to teachers' organization. The research method this study adopted is literary analysis and survey research. Questionnaires were mailed to 275 junior high school teachers. The collected data were analyzed by using the statistical methods of reliability analysis, factor analysis,descriptive statistics, T test, One-Way MANOVA, Pearson product-moment correlation and so on. The conclusions of this study are:
1. There was significant difference among administrative experience and school size for “teachers’ organizational commitment” and “emotion regulation strategies in forbearance” of junior high school teachers.
2. When junior high school teachers face the conflict between peers and supervisors , they usually choose “suppressed strategies” to face it.
3. The junior high school teachers who usually choose “cognitive changes strategies” to face the conflict between peers and supervisors perceived the higher performance of “teachers’ organizational commitment”.
4. The junior high school teachers who usually choose “avoidable strategies” to face the conflict between themselves and supervisors perceived the higher performance of “organizational identification” and “willingness to work hard”.
5. The junior high school teachers who usually choose “express their emtion directly” or “avoidable strategies” to face their peers perceived the lower performance of teachers’ organizational commitment.
6. The junior high school teachers who usually choose “express their emtion directly” to face their supervisors perceived the higher performance of “organizational identification”, however perceived the lower performance of “tendency to retain the job”.
Based on the conclusions, this study provides suggestions for junior high school supervisors, junior high school teachers and future study spectively.

並列關鍵字

junior high school teachers ； motional regulation strategies in forbearance ； organizational commitment

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