王振德鄭景文Ching-Wen Cheng2019-08-282006-7-112019-08-282006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0693090129%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91805本研究旨在了解目前台灣地區（北、中、南三區）國中資優教育教師工作情緒智力與教學效能的現況，比較國中資優教育教師與普通教育教師工作情緒智力之差異。同時，探討不同個人背景變項之國中資優教育教師工作情緒智力與教學效能的差異情形，最後分析國中資優教育教師工作情緒智力與教學效能的相關情形。 本研究以北、中、南三區設有資優資源班、英語資優班、語文資優班、數理資優班之國中資優教育教師194名、普通教育教師194名，共388名為研究對象，實際有效樣本數為316名（81.44%）。問卷調查國中資優教育教師之工作情緒智力與教學效能、普通教育教師之工作情緒智力，將所得資料以平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關、典型相關等統計方法進行處理，研究的主要發現如下： 一、國中資優教育教師之整體工作情緒智力屬於中等以上的程度，各層面由高而低依序是「自我覺知」、「自我管理」、「關係管理」、「社會覺知」。 二、國中資優教育教師之整體教學效能屬於中等以上的程度，各層面由高而低依序是「師生關係」、「班級氣氛管理」、「教學評量」、「溝通協調」、「教學計畫與內容」、「教學策略」。 三、國中資優教育教師之工作情緒智力不因教師個人背景變項不同而有顯著差異。 四、國中資優教育教師與普通教育教師其工作情緒智力無顯著差異。 五、國中資優教育教師之教學效能因教師個人背景變項不同而有差異，在年齡方面有顯著差異，年齡愈大，教學效能愈佳。 六、國中資優教育教師工作情緒智力與教學效能具有高度正相關。The purpose of this study is to understand the current situation of emotional intelligence and the teaching efficacy of teachers of gifted students in junior high school, and compare the difference of emotional intelligence of teachers in gifted and general education. At the same time, examine the differences between emotional intelligence and the teaching efficacy of individual background. In the end, analyze the correlation between emotional intelligence and the teaching efficacy. Those teachers including 194 teachers of gifted education and 194 teachers of general education are distributed over the north, the middle, and the south of Taiwan in gifted resource classes, English gifted classes, Language gifted classes, and Math/Science gifted classes. However, actually available samples are 316 teachers(81.44%). 158 teachers of gifted education have been inquired to complete the questionnaire of emotional intelligence and the teaching efficacy. 158 teachers of general education have been inquired to complete the questionnaire of emotional intelligence. Some statistical methods including mean, standard deviation, t-test, one-way ANOVA, Pearson’s Product-Mount Correlation, and Canonical Correlation were used to analyze the empirical data. The major findings were stated as below: 1. Teachers of gifted students in junior high school tend to have high degrees of entire emotional intelligence. Four dimensions from the top to the bottom is in order as following: “self-awareness,” “social-awareness,” “self-management,” and “relationship-management.” 2. Teachers of gifted students in junior high school tend to have high degrees of entire teaching efficacy. Six dimensions from the top to the bottom is in order as following: “the atmosphere of the classes,” “harmonious relationship,” “evaluation,” “teaching skill,” “plan and context,” and “communication and co-ordination.” 3. No significant differences were found in the emotional intelligence of teachers of gifted students in junior high school among different individual background. 4. After compare the emotional intelligence of teachers of gifted and general students in junior high school, no significant differences were found. 5. The teaching efficacy of teachers of gifted students in junior high school is different among different individual background. Significant differences were found in age. The age is older, and the teaching efficacy is better. 6. The emotional intelligence of teachers of gifted students in junior high school has a significantly high degree of relationship with the teaching efficacy.國中資優教育教師工作情緒智力教學效能teachers of gifted students in junior schoolworking with emotional intelligenceteaching efficacy