桃園縣國中教師情緒智力、自我效能與工作壓力關係之研究

The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County

謝梅君(Mei-Jiun Hsieh)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200457

摘要

本研究旨在了解桃園縣國民中學教師情緒智力、自我效能與工作壓力之現況，探討不同背景變項對於教師情緒智力、自我效能、工作壓力的影響，並探究三者間的相關及因果關係。研究方法採用問卷調查法，以「桃園縣國中教師現況調查問卷」作為研究工具，以桃園縣公立國中教師600人為研究樣本，回收後得有效問卷共488份，有效回收率為81.33%。統計方法採用描述統計、t考驗、單因子變異數分析、積差相關、結構方程式等方法進行資料分析。

本研究之結論如下：
一、 桃園縣國中教師情緒智力呈現中上程度，整體情緒智力因性別、年齡、任教職務的不同而有顯著差異。
二、 桃園縣國中教師自我效能呈現中上程度，整體自我效能因性別、任教職務的不同而有顯著差異。
三、 桃園縣國中教師工作壓力呈現中下程度，整體工作壓力因性別、年齡、年資、任教職務、教育背景、學校區域、學校規模的不同而有顯著差異。
四、 情緒智力與自我效能呈現中度正相關：教師情緒智力愈佳，自我效能也愈好。
五、 情緒智力與工作壓力呈現中度負相關：教師情緒智力愈佳，所知覺的工作壓力程度愈低。
六、 自我效能與工作壓力呈現低度負相關：教師自我效能愈佳，所知覺的工作壓力程度愈低。
七、 情緒智力與自我效能有因果關係、自我效能與工作壓力有因果關係，且自我效能為情緒智力與工作壓力的中介變項。

本研究依據上述研究結果提出具體建議，提供教育主管機關、學校行政人員、國中教師及未來研究之參考。

關鍵字

情緒智力 ； 教師工作壓力 ； 教師自我效能

並列摘要

The purpose of this study was to understand the current state of emotional intelligence, teacher self-efficacy, and teacher work stress of junior high school teachers in Taoyuan county, and to explore the relationships among those variables. The research method was questionnaire survey. The questionnaires were administered to 600 teachers randomly sampled from 59 junior high schools in Taoyuan county. The valid return rate was 81.33%. The statistical analyses were done by descriptive statistics, t test, one-way ANOVA, Pearson correlation, and structural equation modeling. The results were listed as follows.

1. The teachers’ emotional intelligence was at a high intermediate level. The significant differences of emotional intelligence were found among teachers with varying background variables such as sex, age, and duty.
2. The teachers’ self-efficacy was at a high intermediate level. The significant differences of teacher self-efficacy were found among teachers with varying background variables such as sex and duty.
3. The teachers’ work stress was at a low intermediate level. The significant differences of teacher work stress were found among teachers with varying background variables such as sex, age, seniority, duty, education, school location, and school scale.
4. There was significant positive correlation between teachers’ emotional intelligence and self-efficacy.
5. There was significant negative correlation between teachers’ emotional intelligence and work stress.
6. There was significant negative correlation between teachers’ self-efficacy and work stress.
7. Emotional intelligence was the cause of self-efficacy, and self-efficacy was the cause of work stress. Self-efficacy was the intervening variable between emotional intelligence and work stress.

並列關鍵字

teacher work stress ； teacher self-efficacy ； emotional intelligence

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