國小級任教師情緒勞務與工作倦怠之相關研究：社會支持的調節效果

Abstract

本研究的目的在：1.了解當前國小級任教師的情緒勞務、工作倦怠和社會支持在年資上的差異，2.探討情緒勞務、工作倦怠和社會支持之相關，3.探討情緒勞務對工作倦怠的預測力，4.考驗四種類型的社會支持在表層偽裝與情緒耗竭此關聯中之調節效果。本研究以台灣地區國民小學的級任教師為研究對象，以「教師情緒勞務量表」、「教師工作倦怠量表」，以及「教師社會支持量表」為研究工具，採用網路問卷調查的方式進行資料收集，總共獲得469份有效樣本，再以單因子多變量變異數分析、皮爾森積差相關、階層迴歸分析等統計方法進行資料分析以檢驗研究假設。本研究的結論分述如下：1.不同年資的國小級任教師在工作倦怠、情緒勞務和社會支持的知覺具有顯著差異。2.國小級任教師的情緒勞務、工作倦怠與社會支持的相關性均達到顯著水準。3.國小級任教師的表層偽裝、深層偽裝和情緒勞務規範均能有效預測工作倦怠各向度。4.年資一年以下教師的自尊支持在表層偽裝與情緒耗竭之間具有顯著的調節效果。根據以上的研究結果，研究者提出進一步的討論，並提供教學現場的相關建議及未來研究之方向。

The purposes of this study were as follows: 1.to understand the differences of classes teachers’ emotional labor, job burnout and social support with different seniority. 2. to explore the relationship of emotional labor, job burnout and social support. 3.to investigate whether emotional labor could predict job burnout. 4.to test the moderate effect of social support on surface acting and emotional exhaustion. The measure tools used in this study include “Questionnaires of Teachers’ Emotional Labor”, “Teachers’ Job Burnout Scale”, and “Teachers’ Social Support Scale”. Using electronic survey, and 469 effective samples were obtained. The retrieved data was then analyzed with one way MANOVA, Pearson’s correlation and hierarchical regression analysis to test the research hypotheses. Findings were as follows: 1. The perception of classes teachers’ burnout, emotional labor and social support varied significantly from different seniority. 2. There is a significant correlation between every two variables of job burnout, emotional labor and social support. 3. Job burnout is also predicted by classes teachers’ surface acting, deep acting and regulations of emotional displays. 4. Those teachers who work less than one year, their self-esteem support is a moderate variable between surface acting and emotional exhaustion. Based on the results stated above, the researcher provided some suggestions to the elementary schools, teachers and future researchers for references.