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    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/68298
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/68298


    Title: 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
    Authors: 郭工賓
    Contributors: 吳政達
    郭工賓
    Keywords: 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
    Date: 2013
    Issue Date: 2014-08-06 11:53:52 (UTC+8)
    Abstract: 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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