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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 戚樹誠(Shu-Cheng Chi) | |
| dc.contributor.author | Yu-Han Hung | en |
| dc.contributor.author | 洪于涵 | zh_TW |
| dc.date.accessioned | 2021-05-13T08:39:19Z | - |
| dc.date.available | 2021-04-15 | |
| dc.date.available | 2021-05-13T08:39:19Z | - |
| dc.date.copyright | 2016-04-15 | |
| dc.date.issued | 2016 | |
| dc.date.submitted | 2016-03-03 | |
| dc.identifier.citation | 參考文獻
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/3962 | - |
| dc.description.abstract | 教育是國家進步的原動力，而教育的執行者為教師，社會對教師在情緒的表現上有一定的要求，使得教師被歸類為高情緒勞務的一種工作，而教師的情緒問題與其所導致的工作倦怠對教學品質與學子的學習狀況有相當大的影響，對於國家教育與未來發展影響甚深。有鑑於此，本研究首先探討情緒勞務對工作倦怠的影響，再以教師自我效能與人格特質為調節變項，探討其對情緒勞務與工作倦怠關係之調節現象。經由實證分析，本研究之主要發現如下：
1. 教師之情緒勞務對工作倦怠有正向影響。當教師被要求表現出符合社會期待的情緒表現時，其情緒勞務負荷越高，則所造成的工作倦怠程度越高。 2. 教師自我效能中，教學策略效能、班級經營效能、學生參與效能對情緒勞務與工作倦怠之關係皆有正向的調節現象。透過培養教師對教學策略、班級經營、學生參與等方面的自信，能有效的降低教師工作倦怠的程度。然而，高教師自我效能者在情緒勞務上升時，工作倦怠攀升的程度會較低效能者更快。 3. 人格特質中，親和性對情緒勞務與工作倦怠之關係有正向的調節現象。教育單位或校方於甄選教職員時應以適當之衡量方式挑選最適合之人選。高親和性之教師工作倦怠程度較低，但於情緒勞務負荷攀升時，工作倦怠感上升的程度會較低親和性的教師高。 4. 人格特質中，神經質傾向對情緒勞務與工作倦怠之關係有負向的調節現象。低神經質傾向之教師工作倦怠程度較低，但於情緒勞務負荷上升時，其工作倦怠程度攀升的速度會較高神經質傾向的教師快。 | zh_TW |
| dc.description.abstract | Education is the source of motivation of the country. Teachers, the executor of education, are often requested to show appropriate emotions by the society, which makes teacher a high emotional labor job. Also, a teacher’s emotional problems and the burnouts caused by these problems often have a great influence on teaching quality and the learning situation of students. For these purposes, this study examined the relationship between emotional labor and burnout firstly. Then use teacher self-efficacy and personality as moderators to discuss the moderating effect. The result indicated the following conclusions:
1. A teacher’s emotional labor and burnout has a positive relationship. When teachers are asked to perform expected emotional expressions, the higher the burden of emotional labor, the higher the level of burnout. 2. Under teacher self-efficacy, efficacy of instructional strategies, classroom management and student engagement all have a positive moderating effect in the relationship between emotional labor and burnout. Through cultivating a teacher’s confidence in these three aspects, the level of burnout of the teacher can be effectively decreased. However, when emotional labor rises, the increasing rate of burnout level of a high-efficacy teacher tend to be faster than that of a low-efficacy teacher. 3. Under the big five personalities, agreeableness has a positive moderating effect in the relationship between emotional labor and burnout. Authorities concerned should use a proper way to choose suitable teachers. With high agreeableness, the level of burnout tends to be lower. However, when emotional labor rises, the increasing rate of burnout level of a high-agreeableness teacher tend to be faster than that of a low-agreeableness teacher. 4. Under the big five personalities, neuroticism has a negative moderating effect in the relationship between emotional labor and burnout. With low neuroticism, the level of burnout tends to be lower. However, when emotional labor rises, the increasing rate of burnout level of a low-neuroticism teacher tend to be faster than that of a high-neuroticism teacher. | en |
| dc.description.provenance | Made available in DSpace on 2021-05-13T08:39:19Z (GMT). No. of bitstreams: 1 ntu-105-R02741010-1.pdf: 1198686 bytes, checksum: b6ed36fe1a64abb6395b8b2abb8d327d (MD5) Previous issue date: 2016 | en |
| dc.description.tableofcontents | 誌謝.....................i
中文摘要.................ii ABSTRACT................iii 目錄.....................v 表目錄...................vii 圖目錄..................viii 第一章 緒論..............1 第一節 研究動機...........1 第二節 研究目的...........3 第三節 研究流程...........4 第二章 文獻探討...........5 第一節 情緒勞務...........5 第二節 工作倦怠...........10 第三節 教師自我效能.......13 第四節 人格特質...........18 第三章 研究設計與方法......21 第一節 研究架構...........21 第二節 研究假設...........22 第三節 研究變項操作型定義與衡量工具...........28 第四節 資料收集方法與樣本特性分析.............33 第五節 資料分析方法........36 第四章 研究結果...........38 第一節 描述性統計分析......38 第二節 信度分析與因素分析 ...........40 第三節 相關分析...........42 第四節 研究假設之驗證...........44 第五章 結論與建議...........58 第一節 討論...........58 第二節 實務意涵...........65 第三節 研究限制...........67 第四節 未來研究方向........68 參考文獻...................69 附錄：台北市高中教師現況調查問卷...........75 | |
| dc.language.iso | zh-TW | |
| dc.subject | 教師自我效能 | zh_TW |
| dc.subject | 情緒勞務 | zh_TW |
| dc.subject | 工作倦怠 | zh_TW |
| dc.subject | 五大人格特質 | zh_TW |
| dc.subject | teacher self-efficacy | en |
| dc.subject | emotional labor | en |
| dc.subject | the big five personalities | en |
| dc.subject | burnout | en |
| dc.title | 情緒勞務與工作倦怠之關係：以教師自我效能與人格特質為調節變項 | zh_TW |
| dc.title | A Study on the Relationship between Emotional Labor and Burnout: Using Teacher Self-efficacy and Personality as Moderators | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 104-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 陳淑貞,梁欣光 | |
| dc.subject.keyword | 情緒勞務,工作倦怠,教師自我效能,五大人格特質, | zh_TW |
| dc.subject.keyword | emotional labor,burnout,teacher self-efficacy,the big five personalities, | en |
| dc.relation.page | 79 | |
| dc.rights.note | 同意授權(全球公開) | |
| dc.date.accepted | 2016-03-03 | |
| dc.contributor.author-college | 管理學院 | zh_TW |
| dc.contributor.author-dept | 商學研究所 | zh_TW |
| 顯示於系所單位： | 商學研究所 | |
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