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    Title: 新北市國小班級導師情緒勞務與工作倦怠之研究
    Other Titles: A study of the Emotional Labor and Burnout of elementary school teachers in New Taipei City
    Authors: 李郁昕;Lee, Yu-Hsin
    Contributors: 淡江大學公共行政學系公共政策碩士在職專班
    黃一峯;Huang, Irving Yi-Feng
    Keywords: 情緒勞務;工作倦怠;國小班級導師;Emotional Labor;burnout;Elementary School Teacher
    Date: 2015
    Issue Date: 2016-01-22 14:57:34 (UTC+8)
    Abstract: 本研究欲探討國民小學班級導師不同個人背景變項在情緒勞務與工作倦怠中之相關性,並分析在情緒勞務及工作倦怠的差異情形,最後,瞭解教師真實的工作負荷及情緒感受,為目前學校管理者、教育行政單位提出建議,並協助教師建立良好的情緒素養。本研究以新北市國民小學班級導師為研究對象,以問卷調查法進行資料蒐集,正式問卷發出260分,共回收243份,有效問卷241份,無效問卷2份,有效問卷回收率為92.7%,問卷抽樣方式採方便抽樣,分別以相關統計方法進行資料的分析。根據資料分析結果顯示,國小班級導師係屬中高的工作勞務情緒,低工作倦怠;情緒克制與情緒努力、表層演出、深層演出及家長負向行為呈現中度正相關,學校對教師工作要求呈現低度正相關,且達顯著差異;表層演出與情緒克制、深層演出、家長負向行為呈現中度正相關,與情緒努力呈現低度正相關,且達顯著差異;深層演出與情緒努力、情緒克制、表層演出、家長負向行為及學校對教師工作呈現高度正相關,且達顯著差異;家長負向行為與情緒克制、表層演出、深層演出、工作倦怠呈現中度正相關,且達顯著差異。
    This study aims to investigate the relationships between individual demographics, emotional labor, and burnout among elementary school teachers. Furthermore, this study will look into the differences of emotional labor and burnout among different groups. Finally, by looking into these teachers’ workloads and feelings, our findings may provide practical recommendations for school administrators and educational authorities on how to assist teachers to foster emotional stability. This study collected questionnaire data from elementary school teachers working in New Taipei City, a total number of 260 questionnaires was distributed and 243 questionnaires were returned; among the returned questionnaires, 241 were valid and 2 were incomplete, making up a valid response rate of 92.7%. We adopted convenient sampling method, and analyzed the data with correlational analysis. According to our findings, these elementary school teachers’ levels of emotional labor range from moderate to high, but their levels of burnout are generally low. Moreover, the relationships between hiding emotions, faking emotions, surface acting, deep acting, and negative parent behavior are moderately and positively correlated; hiding emotions and demands from schools are positively and significantly related, and the results showed significant difference among different groups. Surface acting, hiding emotions, deep acting, and negative parent behaviors are moderately and positively correlated; surface acting is also positively and significantly related to faking emotions, and there were significant difference among different groups. Deep acting, faking emotions, hiding emotions, surface acting, negative parent behaviors, and demands from schools are positively and significantly correlated, and differences were found among different groups. Negative parent behavior, hiding emotions, surface acting, deep acting, and burnout are positively and significantly correlated, and differences were also found among different groups.
    Appears in Collections:[公共行政學系暨研究所] 學位論文

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