| 摘要: | 本研究旨在探討基隆市國民中學教師工作壓力與情緒智力之現況。探討不同背景變項的國中教師工作壓力和情緒智力之之差異；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。
為達上述目的，本研究對象係以九十九學年度基隆市16所公立國民中學共1,006名國民中學正式教師為研究母群體。本研究採用問卷調查法，並利用自編問卷進行資料收集，以研究者自編「國民中學教師工作壓力、情緒智力與A/B人格量表」為研究工具，共計發出問卷調查共有350份，有效樣本 319份，可用率91.11％。
所得資料以SPSS 中文12.0 版執行統計分析。所得資料以描述性統計、t 考驗、單因子變異數分析、皮爾森積差相關及逐步多元迴歸等方法加以統計分析，以解釋待答問題、研究目的與驗證研究假設，並討論之。
一、 國民中學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」。
二、 不同背景變項之工作壓力因「性別」、「年齡」、「擔任職務」、「任教科目」、「人格特質」不同而有顯著差異。
三、 國民中學教師具有中高度情緒智力，其中情緒智力較高的前兩項為「認知自我的情緒」及「掌控自我情緒」。
四、 不同背景變項之情緒智力因「年齡」、「任教科目」、「人格特質」不同而有顯著差異。
五、 工作壓力與情緒智力之關係為負相關：教師情緒智力越高，對工作壓力之感受程度越輕。
六、 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、國民中學教師及未來有志研究於相關議題之參考。
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.Based on various background elements,the study is to obtain the differences between the job stress and Emotional Intelligence of the teachers, and to explore the relationships between teacher’s job stress and Emotional Intelligence ,and further to analyze the predictability between teacher’s job stress and Emotional Intelligence in the public Junior High Schools in Keelung City.
To achieve these purposes above, the research is consisted of 1,006 regular teachers of 16 public Junior High Schools in Keelung City. A self-designed questionnaire was distributed to each teacher so as to collect data ”Questionnaire of the Junior High School Teachers, Job Stress , Emotional Intelligence and A/B personality traits”. The survey instrument was distributed to 350 teachers with 319 (91.11％) responding.
Data was analyzed using the Statistical Package for the Social Science (SPSS). Descriptive statistics, t-test, One-Way ANOVA, Scheffé method, Pearson’s product - moment Correlation and Multiple Stepwise Regres-sion Analysis were employed for data analysis.
The results are as follows:
1. Junior high school teachers’ perception of the job stress is interme-diate degree. The two primary causes of job stress among subjects were workload and students’ behaviors.
2. The significant differences on the background variables are found in teachers’ job stress due to the differences of gender, age, scale of class, job position and personality traits.
3. Teachers in Junior High School possess greatly competency of teach-ers’ Emotional Intelligence. The two primary causes of Emotional Intelligence among subjects were “the recognition of self emotion” and “the management of self emotion “.
4. The significant differences on the background variables are found in teachers’ Emotional Intelligence due to the differences of age, scale of class, and personality traits.
5. There are significant negative correlations between the junior high school teachers’job stress and Emotional Intelligence. The teachers who have higher Emotional Intelligence ability felt less teacher’s job stress.
6. Job stress variables can effectively predict Emotional Intelligence. The variable of “professional knowledge” has the effective negative predictability for Emotional Intelligence.
According to the conclusions, some suggestions are given to the educational administration authorities, the junior high school executives, the junior high school teachers, and future searchers. |
