在國中場域中,教師的工作時間大部分由課程教學及學生管教所組成,本研究旨在探討國中教師執行管教行為時,面對不同對象產生的情緒事件之情緒規則展現。為達成研究目的,本研究採用質性研究方法,研究對象為八位任職於國中的教師,透過訪談與觀察,作為資料蒐集的主要方法。研究發現,教師情緒規則依其所面對的對象(如學生、家長、其他教師、校長)有前臺情緒規則與後臺情緒規則之區分,正向情緒的前臺情緒規則表現有:1.自然表露、2.適度表露、3.偽裝、4.理性專業;負向情緒的前臺情緒規則表現有:1.自然表露、2.減弱、3.壓抑、4.誇大、5.偽裝、6.迎合順從、7.避免衝突、7.適當表達、8.避免接觸;而後臺情緒規則有1.自行調節、2.自然展現、3.壓抑、4.尋求支持、5.敘說宣洩、6.求助。 不同於以往研究強調教師在面對家長時常為了避免衝突而不表現負面情緒,本研究發現當教師面對不理性的家長時,家長的行為若是侵害教師到個人尊嚴與人格,教師也會適度表達負面情緒,藉以維護個人立場與尊嚴。
In junior high school, teachers spend a large proportion of their time either teaching or disciplining students.Teachers face many different situations with a variety of people, including students, colleagues, superiors, parents and others within schools. It is the purpose of this study to enquire into the different emotional rules employed by a group of eight junior high school teachers. To achieve this research purpose, this researcher has used qualitative research, comprising extensive interviews, observations and case study research. The study showed that teachers followed front and back stage emotional rules depending on the situation in which they found themselves. The front stage emotional rules of positive emotions that can promote social interactions and maintain superficial friendliness are showing natural emotions, showing appropriate emotions and pretense; the front stage emotional rules of negative emotions are suppressing negative emotions, avoiding disputes and using proper ways to express emotions. The back stage emotional rules are dealing with emotions by self, seeking support and articulation and release of emotions.