新北市國小特教班導師情緒負荷、情緒智慧與生活品質之相關研究─與普通班導師比較
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2017
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本研究旨在探討國小特教班導師情緒負荷、情緒智慧與生活品質之關係，採用問卷調查法，並以「情緒負荷量表」、「教師情緒智能問卷」、「台灣簡明版生活品質量表」為研究工具，研究對象為新北市全部國小集中式特教班導師；此外，研究者亦探討普通班和特教班導師在情緒負荷、情緒智慧與生活品質間的差異情形。有效問卷共計344 份，以獨立樣本t 考驗、單因子變異數分析、積差相關分析以及逐步多元迴歸分析等統計方法分析資料，並檢驗情緒智慧對國小導師情緒負荷和生活品質的中介作用。主要研究結果如下：
一、國小特教班與普通班導師在情緒智慧之「情緒表達」層面上有差異，在情緒負荷與生活品質則無差異。
二、國小特教班導師之情緒負荷因性別、年齡不同而有差異，但是不因婚姻狀況、教育程度及任教年資而有差異。
三、國小特教班導師之情緒智慧因性別、年齡、教育程度、任教年資不同而有差異，但是不因婚姻狀況而有差異。
四、國小特教班導師之生活品質因年齡、婚姻狀況及任教年資不同而有差異，但是不因性別及教育程度而有差異。
五、國小普通班導師之情緒負荷因性別、年齡不同而有差異，但是不因婚姻狀況、教育程度及任教年資而有差異。
六、國小普通班導師之情緒智慧因性別、年齡、教育程度不同而有差異，但是不因婚姻狀況及任教年資而有差異。
七、國小普通班導師之生活品質因性別不同而有差異，但是不因年齡、婚姻狀況、教育程度及任教年資而有差異。
八、國小特教班和普通班導師之情緒負荷與情緒智慧、生活品質呈負相關，且情緒負荷能預測生活品質。
九、國小特教班和普通班導師之情緒智慧與生活品質呈正相關，且情緒智慧能預測生活品質。
十、國小特教班和普通班導師之情緒智慧在情緒負荷與生活品質間具有部分中介作用。
最後，研究者根據研究結果進行討論並提出具體建議，期能提供教育與輔導相關工作人員及後續研究做為參考。
The purpose of this study is to investigate the relationship among emotional loading, emotional intelligence and quality of life on the special education teacher of elementary school. Questionnaire survey was adopted to collect data, and the scales including emotional loading scale, the emotional intelligence scale for teachers, and WHOQOL-BREF Taiwan version were used as research tools. The participants of this study are all special education teachers of self-contained classes in New Taipei City elementary schools. Moreover, this study also explores the differences between general education teachers and special education teachers on their emotional loading, emotional intelligence, and quality of life. There are totally 344 valid samples, and the data was statistically analyzed with independent-sample t-test, MANOVA, Pearson correlation analysis and multiple regression analysis. Also, the study investigated the mediation effect of emotional intelligence on the emotional loading and quality of life of elementary school teachers. The results of this study are listed as followed: 1. The emotional intelligence of special education teachers and general education teachers differ in the aspect of expressing emotion. Special education teachers and general education teachers have no differences on emotional loading and the quality of life. 2. Emotional loading has differences on the special education teachers of elementary school with different gender and age, but is not influenced by different marriage condition, educational background, and teaching experience. 3. Emotional intelligence has differences on the special education teachers of elementary school with different gender, age, educational background, and teaching experience, but is not influenced by different marriage condition. 4. The quality of life has differences on the special education teachers of elementary school with different age, marriage condition, and teaching experience, but is not influenced by different gender and educational background. 5. Emotional loading has differences on the general education teachers of elementary school with different gender and age, but is not influenced by different marriage condition, educational background, and teaching experience. 6. Emotional intelligence has differences on the general education teachers of elementary school with different gender, age, educational background, but is not influenced by different marriage condition and teaching experience. 7. The quality of life has differences on the general education teachers of elementary school with different gender, but is not influenced by different age, marriage condition, educational background and teaching experience. 8. The emotional loading on both special and general education teachers of elementary school reveals a negative correlation with emotional intelligence and the quality of life, and emotional loading can be used to predict the quality of life. 9. The emotional intelligence on both special and general education teachers of elementary school reveals a positive correlation with the quality of life, and emotional intelligence can be used to predict the quality of life. 10. The emotional intelligence on both special and general education teachers of elementary school has a partial mediation effect between emotional loading and the quality of life. According to the results of this study, discussion was held and some suggestions were raised, hoping to provide as a reference to educational and counseling related staffs for future research.
The purpose of this study is to investigate the relationship among emotional loading, emotional intelligence and quality of life on the special education teacher of elementary school. Questionnaire survey was adopted to collect data, and the scales including emotional loading scale, the emotional intelligence scale for teachers, and WHOQOL-BREF Taiwan version were used as research tools. The participants of this study are all special education teachers of self-contained classes in New Taipei City elementary schools. Moreover, this study also explores the differences between general education teachers and special education teachers on their emotional loading, emotional intelligence, and quality of life. There are totally 344 valid samples, and the data was statistically analyzed with independent-sample t-test, MANOVA, Pearson correlation analysis and multiple regression analysis. Also, the study investigated the mediation effect of emotional intelligence on the emotional loading and quality of life of elementary school teachers. The results of this study are listed as followed: 1. The emotional intelligence of special education teachers and general education teachers differ in the aspect of expressing emotion. Special education teachers and general education teachers have no differences on emotional loading and the quality of life. 2. Emotional loading has differences on the special education teachers of elementary school with different gender and age, but is not influenced by different marriage condition, educational background, and teaching experience. 3. Emotional intelligence has differences on the special education teachers of elementary school with different gender, age, educational background, and teaching experience, but is not influenced by different marriage condition. 4. The quality of life has differences on the special education teachers of elementary school with different age, marriage condition, and teaching experience, but is not influenced by different gender and educational background. 5. Emotional loading has differences on the general education teachers of elementary school with different gender and age, but is not influenced by different marriage condition, educational background, and teaching experience. 6. Emotional intelligence has differences on the general education teachers of elementary school with different gender, age, educational background, but is not influenced by different marriage condition and teaching experience. 7. The quality of life has differences on the general education teachers of elementary school with different gender, but is not influenced by different age, marriage condition, educational background and teaching experience. 8. The emotional loading on both special and general education teachers of elementary school reveals a negative correlation with emotional intelligence and the quality of life, and emotional loading can be used to predict the quality of life. 9. The emotional intelligence on both special and general education teachers of elementary school reveals a positive correlation with the quality of life, and emotional intelligence can be used to predict the quality of life. 10. The emotional intelligence on both special and general education teachers of elementary school has a partial mediation effect between emotional loading and the quality of life. According to the results of this study, discussion was held and some suggestions were raised, hoping to provide as a reference to educational and counseling related staffs for future research.
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Keywords
情緒負荷, 情緒智慧, 生活品質, Emotional loading, Emotional Intelligence, Quality of Life