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題名 國民中學校長情緒智能對教師工作滿意度及工作倦怠感之影響：領導者-部屬交換關係之中介效果分析
The Influence of Principals` Emotional Intelligence on Teachers` Job Satisfaction and Job Burnout in Junior High Schools: The Mediating Effect of Leader-Member Exchange (LMX) Theory
作者 郭工賓
貢獻者 吳政達
郭工賓
關鍵詞 情緒智能
工作滿意度
工作倦怠感
領導者─部屬交換關係
Emotional Intelligence
job satisfaction
job burnout
leader-member exchange theory, LMX
日期 2013
上傳時間 6-Aug-2014 11:53:52 (UTC+8)
摘要 本研究旨在探討公立國民中學教師知覺校長情緒智能對教師工作滿意度及工作倦怠感之影響，並瞭解領導者─部屬交換關係在其間的中介影響效果。
     研究方法為文獻探討及問卷調查法。研究對象為臺北市、新北市、桃園縣公立國民中學教師，總共寄發900份正式問卷，總計回收846份，回收率達94%，經剔除漏答題數達50%以上樣本12份，有效樣本為834份，問卷可用率達92.67%。問卷回收後分別以描述統計分析、單因子多變項變異數分析、信度分析、因素分析及結構方程式等統計方法進行研究。根據資料處理與研究結果後歸納之結論如下：
     一、國民中學教師知覺校長情緒智能大致良好，尤以自我激勵層面最佳，而自我覺察力層面得分最低。
     二、國民中學教師知覺領導者-部屬交換關係大致良好，尤以專業尊敬層面最佳，而忠誠層面得分最低。
     三、國民中學教師知覺教師工作滿意度良好，尤以自我實現層面最佳，而工作壓力得分最低。
     四、國民中學教師知覺教師工作倦怠感並不高，尤以服務熱忱降低層面最低，而情緒性疲憊得分最高。
     五、女性教師知覺工作壓力大、情緒性疲憊高且個人成就感較低。
     六、不同年齡之國民中學教師知覺校長情緒智能、教師工作滿意度、教師工作倦怠感、領導者-部屬交換關係存有差異之情形。
     七、不同教育程度之國民中學教師知覺校長情緒智能、教師工作滿意度、教師工作倦怠感、領導者-部屬交換關係等變項上未達顯著差異。
     八、不同服務年資之國民中學教師知覺校長情緒智能、教師工作滿意度、教師工作倦怠感、領導者-部屬交換關係存有差異之情形。
     九、班級導師知覺情緒性疲憊最高，而服務熱忱、情感、貢獻及忠誠都較低。
     十、「24班以下」小規模學校教師在知覺校長情緒智能、工作滿意度及領導者-部屬交換關係得分都最低，而在工作倦怠感部分卻最高。
     十一、領導者-部屬交換關係在校長情緒智能對教師工作滿意度及教師工作倦怠感的中介效果模式獲得資料的支持及驗證。
     十二、領導者-部屬交換關係在校長情緒智能對教師工作滿意度的影響上具有中介效果。
     十三、領導者-部屬交換關係在校長情緒智能對教師工作倦怠感的影響上具有完全中介效果。
     基於上述研究結論提出建議，以供教育行政主管機關、國民中學學校校長及後續研究之參考。
The propose of this study was to investigate the influence of principals’ emotional intelligence on teachers’ job satisfaction and job burnout in junior high schools, and to examine the mediating effect of leader-member exchange (LMX) through literature review and questionnaire.
     The questionnaire was sent to 900 public junior high school teachers in Taipei City, New Taipei City and Taoyuan County. A total of 846 questionnaires were returned for a response rate of 94%, 12 were deleted because there were more than 50% items nonresponse (834 usable responses were obtained, usable responses rate 92.67%). The data were analyzed using descriptive statistics, One-way MANOVA, reliability analysis, factor analysis, structural equation modeling (SEM), and other statistical methods. The findings of this study were as follows:
     
     1. Teachers evaluated their principals are generally emotionally intelligent, especially higher scores on self-motivation, and lower scores on self-awareness.
     2. Teachers evaluated the quality of LMX relationship is generally fine, especially higher scores on professional respect, and lower scores on loyalty.
     3. Teachers were satisfied with their job, especially higher scores on self-realization, and lower scores on work stress.
     4. The levels of teachers burnout experience is not high, especially lower scores on depersonalization, and higher scores on emotional exhaustion.
     5. Female teachers have higher work stress and emotional exhaustion, but lower personal accomplishment.
     6. The relationship between teacher’s age and emotional intelligence awareness of principal, job satisfaction, job burnout, LMX were significant difference.
     7. The relationship between teacher’s education level and emotional intelligence awareness of principal, job satisfaction, job burnout, LMX were no significant difference.
     8. The relationship between teacher’s seniority and emotional intelligence awareness of principal, job satisfaction, job burnout, LMX were significant difference.
     9. Homeroom teacher have higher emotional exhaustion, lower depersonalization, emotion, dedication, and loyalty.
     10. Teacher who work in small school (less than 24 classes) has lower scores on emotional intelligence awareness of principal, job satisfaction, and LMX, but higher scores on job burnout.
     11. The mediating effect of LMX on the relationship between principal`s emotional intelligence, teachers` job satisfaction and burnout had been support.
     12. LMX mediated the relationship between principal`s emotional intelligence and teachers` job satisfaction.
     13. LMX fully mediated the relationship between principal`s emotional intelligence and teachers` job burnout.
     
     Based upon the findings, recommendations were made for education authority, junior high school principal and future research.
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描述 博士
國立政治大學
教育研究所
94152507
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094152507
資料類型 thesis
dc.contributor.advisor 吳政達zh_TW
dc.contributor.author (Authors) 郭工賓zh_TW
dc.creator (作者) 郭工賓zh_TW
dc.date (日期) 2013en_US
dc.date.accessioned 6-Aug-2014 11:53:52 (UTC+8)-
dc.date.available 6-Aug-2014 11:53:52 (UTC+8)-
dc.date.issued (上傳時間) 6-Aug-2014 11:53:52 (UTC+8)-
dc.identifier (Other Identifiers) G0094152507en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/68298-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 94152507zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究旨在探討公立國民中學教師知覺校長情緒智能對教師工作滿意度及工作倦怠感之影響，並瞭解領導者─部屬交換關係在其間的中介影響效果。
     研究方法為文獻探討及問卷調查法。研究對象為臺北市、新北市、桃園縣公立國民中學教師，總共寄發900份正式問卷，總計回收846份，回收率達94%，經剔除漏答題數達50%以上樣本12份，有效樣本為834份，問卷可用率達92.67%。問卷回收後分別以描述統計分析、單因子多變項變異數分析、信度分析、因素分析及結構方程式等統計方法進行研究。根據資料處理與研究結果後歸納之結論如下：
     一、國民中學教師知覺校長情緒智能大致良好，尤以自我激勵層面最佳，而自我覺察力層面得分最低。
     二、國民中學教師知覺領導者-部屬交換關係大致良好，尤以專業尊敬層面最佳，而忠誠層面得分最低。
     三、國民中學教師知覺教師工作滿意度良好，尤以自我實現層面最佳，而工作壓力得分最低。
     四、國民中學教師知覺教師工作倦怠感並不高，尤以服務熱忱降低層面最低，而情緒性疲憊得分最高。
     五、女性教師知覺工作壓力大、情緒性疲憊高且個人成就感較低。
     六、不同年齡之國民中學教師知覺校長情緒智能、教師工作滿意度、教師工作倦怠感、領導者-部屬交換關係存有差異之情形。
     七、不同教育程度之國民中學教師知覺校長情緒智能、教師工作滿意度、教師工作倦怠感、領導者-部屬交換關係等變項上未達顯著差異。
     八、不同服務年資之國民中學教師知覺校長情緒智能、教師工作滿意度、教師工作倦怠感、領導者-部屬交換關係存有差異之情形。
     九、班級導師知覺情緒性疲憊最高，而服務熱忱、情感、貢獻及忠誠都較低。
     十、「24班以下」小規模學校教師在知覺校長情緒智能、工作滿意度及領導者-部屬交換關係得分都最低，而在工作倦怠感部分卻最高。
     十一、領導者-部屬交換關係在校長情緒智能對教師工作滿意度及教師工作倦怠感的中介效果模式獲得資料的支持及驗證。
     十二、領導者-部屬交換關係在校長情緒智能對教師工作滿意度的影響上具有中介效果。
     十三、領導者-部屬交換關係在校長情緒智能對教師工作倦怠感的影響上具有完全中介效果。
     基於上述研究結論提出建議，以供教育行政主管機關、國民中學學校校長及後續研究之參考。		zh_TW
dc.description.abstract (摘要) The propose of this study was to investigate the influence of principals’ emotional intelligence on teachers’ job satisfaction and job burnout in junior high schools, and to examine the mediating effect of leader-member exchange (LMX) through literature review and questionnaire.
     The questionnaire was sent to 900 public junior high school teachers in Taipei City, New Taipei City and Taoyuan County. A total of 846 questionnaires were returned for a response rate of 94%, 12 were deleted because there were more than 50% items nonresponse (834 usable responses were obtained, usable responses rate 92.67%). The data were analyzed using descriptive statistics, One-way MANOVA, reliability analysis, factor analysis, structural equation modeling (SEM), and other statistical methods. The findings of this study were as follows:
     
     1. Teachers evaluated their principals are generally emotionally intelligent, especially higher scores on self-motivation, and lower scores on self-awareness.
     2. Teachers evaluated the quality of LMX relationship is generally fine, especially higher scores on professional respect, and lower scores on loyalty.
     3. Teachers were satisfied with their job, especially higher scores on self-realization, and lower scores on work stress.
     4. The levels of teachers burnout experience is not high, especially lower scores on depersonalization, and higher scores on emotional exhaustion.
     5. Female teachers have higher work stress and emotional exhaustion, but lower personal accomplishment.
     6. The relationship between teacher’s age and emotional intelligence awareness of principal, job satisfaction, job burnout, LMX were significant difference.
     7. The relationship between teacher’s education level and emotional intelligence awareness of principal, job satisfaction, job burnout, LMX were no significant difference.
     8. The relationship between teacher’s seniority and emotional intelligence awareness of principal, job satisfaction, job burnout, LMX were significant difference.
     9. Homeroom teacher have higher emotional exhaustion, lower depersonalization, emotion, dedication, and loyalty.
     10. Teacher who work in small school (less than 24 classes) has lower scores on emotional intelligence awareness of principal, job satisfaction, and LMX, but higher scores on job burnout.
     11. The mediating effect of LMX on the relationship between principal`s emotional intelligence, teachers` job satisfaction and burnout had been support.
     12. LMX mediated the relationship between principal`s emotional intelligence and teachers` job satisfaction.
     13. LMX fully mediated the relationship between principal`s emotional intelligence and teachers` job burnout.
     
     Based upon the findings, recommendations were made for education authority, junior high school principal and future research.		en_US
dc.description.tableofcontents 第一章　緒論 1
     第一節　研究動機 1
     第二節　研究目的與待答問題 5
     第三節　研究範圍與研究限制 7
     第四節　研究流程 9
     第五節　名詞釋義 10
     第二章　文獻探討 15
     第一節　校長情緒智能之概念與相關研究 15
     第二節　領導者-部屬交換關係之概念與相關研究 40
     第三節　教師工作滿意度之概念與相關研究 59
     第四節　教師工作倦怠感之概念與相關研究 86
     第五節　校長情緒智能、領導者--部屬交換關係、教師工作滿意度與教師工作倦怠感相關之研究 117
     第三章　研究設計與實施 127
     第一節　研究架構 127
     第二節　研究對象 129
     第三節　研究工具 130
     第四節　研究實施程序 146
     第五節　資料處理與統計分析 147
      
     第四章　研究結果分析與討論 149
     第一節　背景資料分析 149
     第二節　各調查表構面得分排序 152
     第三節　不同背景變項教師知覺差異 155
     第四節　中介效果模式 175
     第五章　結論與建議 179
     第一節　結論 179
     第二節　建議 185
     參考文獻 195
     附錄 217
     附錄一　正式施測問卷 217
     附錄二　領導者—成員交換關係調查表 使用同意書 223
     附錄三　教師工作滿意度調查表 使用同意書 224
     附錄四　情緒智慧調查表使用同意書 225
     附錄五　問卷發放請託函 226		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094152507en_US
dc.subject (關鍵詞) 情緒智能zh_TW
dc.subject (關鍵詞) 工作滿意度zh_TW
dc.subject (關鍵詞) 工作倦怠感zh_TW
dc.subject (關鍵詞) 領導者─部屬交換關係zh_TW
dc.subject (關鍵詞) Emotional Intelligenceen_US
dc.subject (關鍵詞) job satisfactionen_US
dc.subject (關鍵詞) job burnouten_US
dc.subject (關鍵詞) leader-member exchange theory, LMXen_US
dc.title (題名) 國民中學校長情緒智能對教師工作滿意度及工作倦怠感之影響：領導者-部屬交換關係之中介效果分析zh_TW
dc.title (題名) The Influence of Principals` Emotional Intelligence on Teachers` Job Satisfaction and Job Burnout in Junior High Schools: The Mediating Effect of Leader-Member Exchange (LMX) Theoryen_US
dc.type (資料類型) thesisen
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