本研究旨在探討不同背景變項的國中教師工作壓力和情緒智力差異及了解其相關情形；並進一步分析國民中學教師工作壓力對情緒智力的預測力。本研究對象係以101學年度基隆市16所公立國民中學共1,006名正式教師為研究母群體。本研究共計發出問卷調查共有350份，有效樣本319份，可用率91.11％。本研究所得結果如下：1. 教師感受到中等程度之工作壓力，其中壓力較大的前兩項為「工作負荷」及「學生行為」。2.工作壓力因「性別」、「年齡」、「擔任職務」、「任教科目」、「人格特質」不同而有顯著差異。3.教師情緒智力越高，對工作壓力之感受程度越輕。4. 工作壓力對於情緒智力具預測力；教師整體工作壓力以「專業知能」於情緒智力之變項具負相關。根據研究結論，俾供教育行政機關、學校行政單位及未來有志研究於相關議題參考。 The main purpose of this study is to investigate the current situation of the job stress and Emotional Intelligence on the public Junior High School Teachers in Keelung City. The research is consisted of 1,006 regular teachers of 16 public Junior High Schools in Keelung City. The survey instrument was distributed to 350 teachers with 319 (91.11％) responding. The results are as follows: 1. Junior high school teachers’ perception of the job stress is intermediate degree. The two primary causes of job stress among subjects were work-load and students’ behaviors. 2. The significant differences on the demographic variables are found in teachers’ job stress due to the differences of gender, age, scale of class, job position and personality traits. 3. The teachers who have higher Emotional Intelligence ability felt less teacher’s job stress. 4. Job stress variables can effectively predict Emotional Intelligence. The variable of “professional knowledge” has the effective negative predict-ability for Emotional Intelligence. According to the conclusions, some suggestions are given to the educational administration authorities, the junior high school executives and future searchers.
