國中專輔教師知覺角色期望與工作滿意度之相關研究：以自我分化、情緒調節為中介變項

Abstract

本研究旨在探討國中專輔教師知覺角色期望對工作滿意度的影響，並且探討自我分化、情緒調節為中介變項之效果。研究者以全臺灣158位國中專輔教師為研究對象，採便利取樣方式取得有效問卷進行調查。研究工具包含「國中專輔教師角色期望問卷」、「工作滿意度問卷」、「自我分化量表」、「情緒調節量表」。資料以描述性統計、皮爾遜積差相關、拔靴法中介分析等進行統計分析。主要研究發現如下：在相關分析中，知覺角色期望、工作幸福感、自我分化、情緒調節兩兩之間皆呈現顯著相關，自我分化中的我立場和工作滿意度有高度顯著正相關。在中介分析中，知覺角色期望可以透過自我分化中的我立場及情緒調節中的情緒效能對工作滿意度有影響。最後，研究者根據研究結果提出建議，以供國中輔導教師、輔導實務及未來研究之參考。The purpose of this study is to investigate how role expectation can influence job satisfaction of Full-time guidance counselors in junior high school, and to examine the effects of differentiation of self and emotion regulation as mediating variables. A total of 158 Full-time guidance counselors in junior high school in Taiwan were used as the target population for this study, and valid questionnaires were obtained through a purposeful sampling. The instruments used in the study included the Role Expectation Questionnaire, Job Satisfaction Questionnaire, Differentiation of Self Inventory, and Emotional Regulation Scale. The data were statistically analyzed by descriptive statistics, Pearson's product-moment correlation coefficient, and Mediation analysis (bootstrapping). The main findings of the study are as follows: In the correlation analyses, positive and significant relationships were found between the four variables: role expectation, job satisfaction, differentiation of self, and emotional regulations. Especially, I-position of differentiation of self on job satisfaction were found high and positive relationships. In the mediation analysis, role expectation can have an effect on job satisfaction through I-position of differentiation of self, and self-efficacy in regulating emotion. Finally, based on the research results, the researchers made suggestions for reference by middle school tutors, tutoring practices and future research.