以情感事件理論檢視工作壓力、情緒與溝通策略間之關係－以台灣國小流浪教師為例

Abstract

本研究以情感事件理論的架構，檢視國小流浪教師在職場中所面臨的人際衝突、情緒反應及溝通策略。利用深度訪談及問卷調查法，共獲得102件人際衝突事件，整理出衝突類型六大類，分別是目標性衝突「任務目標衝突」、「質疑工作能力」；認知性衝突「試圖干擾教學」、「意見不合」及情感性衝突「無法體恤」、「工作負擔量」等。這些衝突事件因不同衝突對象引發個人不同的情緒反應，如：與學校主管的人際衝突事件，「擔心」的情緒比較高。除此之外，本研究也發現情緒會影響衝突後所採用的溝通策略，如軟性情緒越強烈，則會越傾向採取「讓步」和「解決問題」的溝通策略。於此，本研究驗證情感事件理論。

Using the affective events theory as the theoretical framework, this study examines the relationships among work pressure,emotion,and communication strategies. Two research methods, intensive interviews and a questionnaire survey,were adopted to collect data for this study. This study conducted 32 intensive interviews on part-time teachers in elementary schools in Taiwan, and obtained 102 events of interpersonal conflicts. The 102 events of interpersonal conflicts were classified into six categories: task and goal conflicts, challenging your ability, trying to interfere with your teaching, different opinions, work load. This study found that different types of emotion were associated with the use of different conflict resolution strategies. For example, concessions and resolving problems were positively correlated with soft emotion, while the strategy of avoidance were associated with flat emotion.