:::

詳目顯示

回上一頁
題名:國民小學教育人員情緒勞務量表發展及其影響因素之研究
作者:呂晶晶 引用關係
作者(外文):Ching-Ching Lu
校院名稱:國立新竹教育大學
系所名稱:教育學系博士班
指導教授:李安明
學位類別:博士
出版日期:2009
主題關鍵詞:教育人員情緒勞務情緒勞務量表紮根理論研究法驗證性因素分析educatorsemotional laborEmotional Labor Scalegrounded theory methodconfirmatory factor analysis
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(9) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:0
  • 點閱點閱:125
摘要
本研究採取「先質後量」的研究方法,第一階段透過紮根理論研究,以半結構式訪談了31位國民小學教育人員,研究結果顯示:
1、情緒勞務包含表層演出、深層演出、真誠演出、情緒勞務規範與情緒勞務多樣性等要素。
2、「真誠演出」與「利他的情緒勞務動機」在教育人員情緒勞務中具有重要性,尤其是與學生互動時。
3、教育人員的信念中有無形的情緒勞務規範,但其規範較不明確。
4、教育人員的情?勞務具有多樣性,面對不同的互動對象、情境、問題與利害關係,能採取不同的情緒勞務方式,表現出情緒勞務多樣性。
第二階段經由專家意見審查之邏輯分析與Aiken(1980、1985)的實證分析後,再進行探索性因素分析與驗證性因素分析,最後建構了國民小學教育人員情緒勞務量表,接續探究影響情?勞務之因素。
調查研究以台灣地區公立國民小學的教育人員為對象。樣本抽取93所學校,955位教育人員,有效問卷802份,問卷可用率80.6%,以進行正式問卷資料統計分析。
依據本研究主要研究發現,歸納研究結論共有十一項,分述如後:
1.國民小學教育人員為高情?勞務工作者。
2.國民小學教育人員情緒勞務量表可分為「學生焦點情緒勞務量表」與「工作焦點情緒勞務量表」兩部分,學生焦點情緒勞務由「表層演出」、「深層演出」以及「真誠演出」三個潛在變項所組成,而工作焦點情緒勞務由「情緒勞務規範」與「情緒勞務多樣性」兩個潛在變項組成。
3.教育人員情緒智力愈高,情緒勞務各構面與情緒勞務的利己和利他的動機皆愈高。
4.教育人員的工作投入程度愈高,表層演出、深層演出、真誠演出、情緒勞務規範與利他動機愈高。
5.女性教育人員的表層演出較男性教育人員高。
6.教育人員年齡愈長者,利己的情緒勞務動機愈低,且對情緒勞務多樣性的知覺也愈低。
7.主任的表層演出、情緒勞務規範的知覺與情緒勞務多樣性較組長高,而導師與科任教師的真誠演出較組長高。
8.教育人員的學校支持愈高,情緒勞務各構面與情緒勞務的利他動機愈高。
9.家長涉入程度愈高,教育人員的表層演出、情緒勞務多樣性、情緒勞務的利己與利他動機也愈高。
10.學校紀律愈好,教育人員的深層演出、真誠演出與情緒勞務規範的知覺愈低,但利己的情緒勞務動機愈高。
11.教育人員利己的情緒勞務動機愈高,其表層演出、情緒勞務多樣性愈高,但是真誠演出與情緒勞務規範的知覺愈低。
12.教育人員利他的情緒勞務動機愈強,情緒勞務各構面皆愈高。
最後,對教育行政機構、國民小學、教育人員與未來研究提出建議。
關鍵字:教育人員、情緒勞務、情緒勞務量表、紮根理論研究法、
驗證性因素分析
Abstract
The current study adopted both qualitative and quantitative approaches. We mainly utilized the grounded theory method in the first stage. Semi-structured questionnaires were used for interviewing 31 elementary school educators. The research results indicated that
1. Emotional labor components derived from interviews contain surface acting, deep acting, and genuine acting, regulations of emotional displays, and variety of emotional displays.
2. Educators’ “genuine acting” and “altruistic emotional labor” play important roles, especially while having interaction with students.
3. Educators’ belief involves invisible regulations of emotional displays; however, these rules are not explicit.
4. The educators’ emotion executes multiple dimensions. Once they confront various objects, surroundings, problems, or conflicts of interests, they can adopt different methods to reflect its multiple dimensions.
During the second stage, after executing Aiken’s two quantitative methods such as content validity coefficient and homogeneity reliability coefficient, plus the alternatively test of exploring factor analysis (EFA) and confirmation factor analysis (CFA) to ensure the high reliability and validity of the questionnaire of Elementary School Educators’ Emotional Labor Scales.
The subjects have been public elementary school educators in Taiwan. In this study, 955 teachers out of 93 schools were selected. The valid data were 802. The effectiveness of the data was as high as 80.6%. Based on the result of the current study, 11 research conclusions were generated as follows:
1. The elementary school educators could be categorized as high emotional level labor.
2. Emotional Labor Scale for Elementary School Educator can be divided into two parts of “student-focused emotional labor” and “job-focused emotional labor.” The results of confirmatory factor analysis supported that the three latent variables such as surface acting, deep acting, and genuine acting constitute “student-focused emotional labor” whereas two latent variables such as regulations of emotional displays and variety of emotional displays constitute “job-focused emotional labor.”
3. The higher the educator’s emotional intelligence is, the higher each dimensional emotional labor, egoistic emotional labor, and altruistic emotional labor will become.
4. The higher the educator involvement is, the greater surface acting, deep acting, genuine acting, regulations of emotional displays, and altruistic motivation will become.
5. Female educators have higher surface acting than male educators.
6. The older the educators become, the lower egoistic emotional labor and variety of emotional displays will become.
7. The directors displayed higher surface acting, regulations of emotional displays and variety of emotional displays than group leaders, whereas class instructors and subject teachers displayed higher genuine acting than group leaders.
8. The higher the support that the school provides, the higher each dimensional emotional labor, altruistic emotional labor will become.
9. The higher the parents’ involvement become, the higher the educator’s surface acting, variety of emotional displays, egoistic emotional labor, and altruistic emotional labor will become.
10. The higher the school discipline has become, the lower the educator’s deep acting, genuine acting, regulations of emotional displays will become, however, the egoistic emotional labor will become higher.
11. The higher the educator’s egoistic emotional labor becomes, the higher the surface acting, variety of emotional displays will become, however, the genuine acting and regulations of emotional displays will become lower.
12. The stronger the educator’s altruistic emotional labor becomes, the higher that each latent variable of emotional labor will become.
In the end, based on the findings, this researcher provided concrete advices for the educational authorities, elementary schools, elementary school educators and follow-up researchers.
Keywords: educators, emotional labor, Emotional Labor Scale, grounded theory method, confirmatory factor analysis.
參考文獻
壹、中文部分
文惠慧(2006)。國小兼任行政職務女教師情緒智力、親子關係與家庭生活滿意度關係之研究。高雄師範大學教育學系碩士論文,未出版,高雄市。
王雅慧(2007)。高職教師情緒勞務與情緒耗竭關係研究—以工作家庭衝突為中介變項。國立彰化師範大學商業教育學系碩士論文,未出版,彰化市。
甘瓊瑤(2007)。教師情緒勞務負荷與教師效能感之研究—以新竹縣市高中職教師為例。中臺科技大學文教事業經營研究所碩士論文,未出版,台中市。new window
田育昆(2006)。國民小學教師情緒勞務與組織承諾關係之研究—以桃竹苗四縣市為例。國立新竹教育大學教育學系碩士論文,未出版,新竹市。
江文慈(1998)。情緒調整的發展軌跡與模式建構之研究。國立臺灣師範大學教育心理與輔導研究所博士論文,未出版,台北市。new window
江文慈(2001)。透視教學中的關鍵張力—教師情緒。師友,408,43-47。
江文慈(2002)。看不見的累:教學是情緒勞務的工作。教育專業知能進修,20,2-7。
江曉萍(2008)。國小教師情緒智力、情緒勞務與心理健康關係之研究。大葉大學教育專業發展研究所碩士論文,未出版,彰化縣。
行政院主計處(2006)。中華民國行業標準分類。2008年3月29日,取自http://www.stat.gov.tw/public/Attachment/652511153571.pdf
余民寧(1993)。次序資料的內容效度係數和同質性信度係數之計算。測驗年刊,40,199-214。new window
吳宗祐(2003)。工作中的情緒勞動:概念發展、相關變項分析、心理歷程議題探討。國立臺灣大學心理學研究所博士論文,未出版,台北市。
吳宗祐、鄭伯壎(2006)。工作投入、調節他人情緒能力與情?勞動之交互作用對情緒耗竭的預測效果。中華心理學刊,48(1),69-87。new window
吳明隆、涂金堂(2005)。SPSS與統計應用分析。台北市:五南。
吳芝儀、廖梅花(譯)(2001)。A. Strauss & J. Corbin著。質性研究入門:紮根理論研究方法(Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory)。嘉義市:濤石文化。
吳清山、林天祐(2005)。情緒勞務。教育資料與研究,65,136。new window
吳嘉澤(2006)。從教師的情緒勞務談對學校人力資源管理的啟示。學校行政雙月刊,41,127-136。
李育亭(2007)。教師知覺學校組織氣氛與情緒勞務負荷之關聯性研究—以台北縣高職教師為例。國立台灣科技大學技術與職業教育研究所碩士論文,未出版,台北市。
李昱憲(2007)。台中市國民小學行政人員情緒勞務與工作倦怠相關之研究。國立新竹教育大學教育學系碩士論文,未出版,新竹市。
李秋香(2006)。教師情緒智力與學生學習意願關係之研究—以某大學師生為例。銘傳大學國際企業學系在職專班碩士論文,未出版,台北市。
李茂能(2006)。結構方程模式軟體Amos 之簡介及其在測驗編製上之應用:Graphics& Basic。台北市:心理。
李新民、陳密桃(2006)。幼兒教師的情緒勞務因素結構及其對工作倦怠之影響,高雄師大學報,20,67-89。new window
李麗君(2007)。國民中學教育人員情緒勞務負荷與職業倦怠相關之研究—以台北市公立國民中學為例。國立台灣科技大學技術與職業教育研究所碩士論文,未出版,台北市。
林上隱(2007)。高中職教育人員情緒勞務與工作倦怠關係之研究—以情緒智力為調節變項。中原大學企業管理研究所碩士論文,未出版,桃園縣。
林志成(1997)。陰陽權變組織文化理論之初步建構—以我國國民小學為例。國立政治大學教育研究所博士論文,未出版,台北市。new window
林尚平(2000)。組織情緒勞務負擔量表之發展。中山管理評論,8(3),427-447。new window
林宜玄(2007)。臺北市公立國小教師情緒勞務與情緒耗竭關係之研究。國立台北科技大學碩士論文,未出版,台北市。
林明地(2000)。質的研究實例舉隅:校長領導的參與觀察。載於中正大學教育學研究所主編,質的研究方法(頁51-87)。高雄市:麗文。
林陽助(2003)。服務行銷。台北市:鼎茂。
林蔚芳(2006)。從情緒勞務的觀點談教師的人際情緒管理。教育研究月刊,150,25-37。new window
邱欣怡(2007)。桃竹苗四縣市國民小學教師情緒勞務、工作滿意度與教學效能之相關研究。國立新竹教育大學人資處輔導教學碩士論文,未出版,新竹市。
邱皓政(2005)。結構方程模式:LISREL的理論、技術與應用(初版四刷)。台北市:雙葉書廊。
胡文琪(2005)。工作特性、情緒勞務負擔與工作滿足關係之研究—以彰化縣和美區國小教師為例。大葉大學人力資源暨公共關係學系碩士在職專班碩士論文,未出版,彰化縣。
胡幼慧(1996)。多元方法:三角交叉檢視法。載於胡幼慧(主編),質性研究—理論、方法及本土女性研究實例(頁271-285)。台北市:巨流。
徐宗國(1996)。紮根理論研究法:淵源、原則、技術與涵義。載於胡幼慧(主編),質性研究—理論、方法及本土女性研究實例(頁47-73)。台北市:巨流。new window
馬庭宇(2006)。教師情緒勞務負荷與工作滿意之關聯性研究—以台北縣市私立高職教師為例。國立臺灣科技大學技術及職業教育研究所碩士論文,未出版,台北市。
張乃文(2005)。臺北縣國小教育人員情緒勞務負荷與工作倦怠關係之研究。輔仁大學教育領導與發展研究所碩士論文,未出版,台北市。
教育部統計處(2009)。國民中小學校概況統計。台北市:教育部。
陳秀珍(2008)。臺北縣國民小學教師情緒勞務與組織公民行為關係之研究。淡江大學教育政策與領導研究所碩士在職專班碩士論文,未出版,台北縣。
黃芳銘(2004)。結構方程模式在教育資料應用之研究。台北市:五南。
黃芳銘(2007)。結構方程模式:理論與應用(第五版)。台北市:五南。
黃芳銘、李俊賢(2008)。形成性與反映性潛在變項的對話。量化研究學刊,2(1),69-97。
黃芳銘、楊金寶、許福生(2005)。在學青少年生活痛苦指標發展之研究。師大學報:教育類,50(2),97-119。new window
黃彥琛(2002)。房屋仲介經紀人情境式情緒因應量表之建構。國立雲林科技大學企業管理系碩士班碩士論文,未出版,雲林縣。
鄔佩君(2003)。第一線服務人員之情緒勞動的影響因素與其結果之關係:以銀行行員為例。國立政治大學心理學系碩士論文,未出版,台北市。
鄔佩君、陳彰儀、吳宗祐(2005)。華人企業服務人員情緒勞務方式的前置因素與其結果之關係:以銀行行員為例。教育與心理研究,18(4),693-719。new window
滿莉芳(2001)。情緒勞務工作者情緒勞務負荷與工作結果之研究—以情緒智力與工作特性為干擾。靜宜大學企業管理學系碩士論文,未出版,台中市。
劉妙珍(2006)。國民小學組織氣氛與組織效能關係之研究。國立嘉義大學國民教育研究所碩士論文,未出版,嘉義市。
潘慧玲(2003)。教育研究的取徑:概念與應用。台北市:元照。
蔣佳良(2006)。臺北市國民中學行政人員情緒勞務與學校組織文化及工作滿意之相關研究。國立政治大學學校行政碩士在職專班碩士論文,未出版,台北市。
蔡玉青(1998)。情緒勞務之負荷、因應策略、社會支持與情緒耗竭之相關研究—以休閒、旅館業為例。雲林科技大學企業管理技術研究所博士論文,未出版,雲林縣。
蔡進雄(2005)。勞心、勞力、勞情?論中小學教師的情緒勞務。師友,455,42-44。
蔡馨慧(2006)。情緒勞務負荷、情緒智力與工作滿意度之相關研究以台中市幼兒園教師為例。靜宜大學青少年兒童福利研究所碩士論文,未出版,台中市。new window
鄭文達(2007)。情緒勞務、情緒耗竭、組織承諾與離職傾向之關聯性研究。大葉大學人力資源暨公共關係學系碩士論文,未出版,彰化縣。
鄭嘉琪(2007)。桃竹苗四縣市國民小學教師情緒勞務、工作滿意度與教學效能之相關研究。國立新竹教育大學教育學系碩士論文,未出版,新竹市。
顏大凱(2008)。國民中學教師情緒勞務負荷、學校組織氣氛與教師自我效能之關係研究。高雄師範大學教育學系碩士論文,未出版,高雄市。
顏國樑、李昱憲(2008)。情緒勞務與工作倦怠內涵與相關研究分析及其對國民小學行政的啟示。學校行政雙月刊,57,1-37。
蘇永明(2006)。主體的爭議與教育—以現代和後現代哲學為範圍。台北市:心理。new window

貳、西文部分
Acker, S. (1995). Carry on caring: The work of women teachers. British Journal of Sociology of Education, 16, 21-36.
Adelmann, P. K. (1989). Emotional labor and employee well-being. Unpublished doctoral Dissertation, University of Michigan, Michigan, Ann Arbor.
Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and psychological measurement, 40, 955-959.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and psychological measurement, 45, 131-142.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.
Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18(1), 88-115.
Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48, 97-125.
Bailey, J. (1996). Service agents, emotional labor and costs to overall customer service. Paper presented at 11th Annual Conference of the American Society for Industrial and Occupational Psychology, San Diego, April.
Bentler, P. M., & Chou, C. P. (1987). Practical issues in structural modeling. Sociological Methods and Research, 16, 78-ll7.
Bollen, K. A., & Lennox, R. (1991). Conventional wisdom on measurement: A structural equation perspective. Psychological Bulletin, 110(2), 305-314.
Boomsma, A. (1982). The robustness of LISREL against small sample sizes in factor analysis models. In H. Wold & K. Joreskog (Eds.), Systems under indirect observation (pp. 149-173). New York: Elsevier North-Holland.
Boomsma, A. (1983). On the robustness of LISREL (maximum likelihood estimation) against small sample size and non-normality. Unpublished doctoral dissertation, University of Groningen, Groningen.
Brief, A. P., & Weiss, H. M. (2002). Organizational behavior: Affect in the workplace. Annual Review of Psychology, 53, 279-307.
Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60, 17-39.
Brotheridge, C. M., & Lee, R. T. (2003). Development and validation of the emotional labour scale. Journal of Occupational and Organizational Psychology, 76, 365-379.
Brown, R. B. (1997). Emotion is organizations: The case of English university business school academics. Journal of Applied Behavioral Science, 33(2), 247-262.
Campos, J. J., Mummeet, R. K., Kermoian, R., & Campos, R. G. (1994). A functionalist perspective on the nature of emotion. In N. A. Fox(Ed.), The development of emotion regulation: Biological and behavioral aspects. Monographs of the Society for Research in Child Development, 59, 284-300.
Chase, R. B. (1978). Where does the customer fit in a service operations? Harvard Business Review, November-December, 137-142.
Chu, K. H. (2002). The effects of emotional labor on employee work outcomes. Unpublished doctorial dissertation, Blacksburg, Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
Chu, K. H., & Murrmann, S. K. (2006). Development and validation of the hospitality emotional labor scale. Tourism Management , 27, 1181-1191.
Cukur, C. S. (2009). The Development of the Teacher Emotional Labor Scale (TELS): Validity and Reliability. Educational Sciences: Theory and Practice, 9(2), 559-574.
Diamantopoulos, A., & Siguaw, J. (2000). Introducing LISREL. Thousand Oaks, CA: Sage Publications.
Diefendorff, J. M., & Gosserand, R. H. (2003). Understanding the emotional labor process: A control theory perspective. Journal of Organizational Behavior, 24, 945-959.
Diefendorff, J. M., & Richard, E. M. (2003). Antecedents and consequences of emotional display rule perceptions. Journal of Applied Psychology, 88, 284-294.
Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66, 339-357.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Glomb, T. M., & Tews, M. J. (2004). Emotional labor: A conceptualization and scale development. Journal of Vocational Behavior , 64(1), 1-23.
Gosserand, R. H. (2003). An examination of individual and organizational factors related to emotional labor. Unpublished doctorial dissertation. Louisiana State University.
Grandey, A. A. (2000). Emotional Regulation in the Workplace: A New Way to Conceptualize Emotional Labor. Journal of Occupational Health Psychology, 5(1), 95-110.
Grandey, A. A. (2003). When “the show must go on”: Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of Management Journal, 46(1), 86-96.
Gross, J. J. (1998a). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271-299.
Gross, J. J. (1998b). Antecedent- and response-focused emotion regulation; Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224-237.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson Education.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
Hargreaves, A. (1999). The psychic rewards (and annoyances) of classroom teaching. In M. Hammersley (Ed.), Research-ing school experience: Ethnographic studies of teaching and learning (pp. 87-106). London: Falmer Press.
Harlow, R. E. (2002). Teaching as emotional labor: The effect of professors' race and gender on the emotional demands of the undergraduate college classroom. Unpublished doctoral dissertation, Indiana Uinversity, Indiana.
Hochschild, A. R. (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology , 85 (3), 551-575.
Hochschild, A. R. (1983). The managed heart. Berkely, CA: University of Califirnia Press.
Hochschild, A. R. (1990). Ideology and emotion management: A perspective and path for future research. In T. D. Kemper (Ed.), Research agendas in the sociology of emotions (pp. 117-144). New York: the University Press.
Hochschild, A. R. (1993). Preface. In S. Fineman (Ed.), Emoion in organizations (pp. 36-57). London: Sage.
Hoy, W. K., & Clover, S. I. R. (1986). Elementary school climate: A revision of the OCDQ. Educational Administration Quarterly , 22, 93-110.
Humphrey R. H., Pollack J. M., & Hawver T. (2008). Leading with emotional labor. Journal of Managerial Psychology, 23, 151-168.
Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching, Teaching and Teacher Education, 22(1), 120-134.
James, N. (1989). Emotional labor: Skill and work in the regulation of feelings. Sociological Review, 37, 15-42.
James, N. (1992). Care = organization + physical labor + emotional labor. Sociology of Health & Illness, 14(4), 488-509.
Jarvis, C. B., Mackenzie, S. B., & Podsakoff, P. (2003). A critical review of construct indicators and measurement model misspecification in marketing and consumer research. Journal of Consumer Research, 30, 199-216.
Joreskog, K. G., & Sorbom, D. (1989). LISREL 7: A Guide to the program and applications. Chicago: SPSS Inc.
Kanungo, R. N. (1982). Measurement of job and work involvement. Journal of Applied Psychology, 67(3), 341-349.
Kruml, S. M., & Geddes, D. (2000). Exploring the dimensions of emotional labor: The heart of Hochschild’s work. Management Communication Quarterly, 14, 8-49.
Leinder, R. (1993). Fast food, fast talk: Service work and the routinization of everyday life. Berkeley: University of California.
LeSage, A. (2005). Reconstructing mathematics practices: Two stories of teacher change and curriculum reform. Unpublished doctoral dissertation, University of Toronto, Canada.
Lewis, M., & Michalson, L. (1987). Children's emotions and moods: Developmental theory and measurement. New York: Plenum.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Mann, S. (1999). Emotion at work: to what extent are we expressing, suppressing or faking it? European Journal of Work and Organizational Psychology, 8, 347-369.
Mann, S. (2004). 'People-work': emotion management, stress and coping. British Journal of Guidance & Counselling, 32, 205-221.
Meier, K. J., Mastracci, S. H., & Wilson, K. (2006). Gender and Emotional Labor in Public Organizations: An Empirical Examination of the Link to Performance. Public Administration Review, 66(6), Washington.
Meier, M. (2005). The invisibility of emotional labor: A case study of faculty members at small liberal arts colleges. Unpublished doctoral dissertation, University of Illinois, Springfield.
Mikolajczak, M., Menil, C., & Luminet O. (2007). Explaining the protective effect of trait emotional intelligence regarding occupational stress: Exploration of emotional labour processes, Journal of Research in Personality, 41, 1107-1117.
Morris, J. A., & Feldman, D. C. (1996). The dimensions, antecedents, and consequences of emotional labor. Academy of Management Review, 21(4), 986-1010.
Morris, J. A., & Feldman, D. C. (1997). Managing emotions in the workplace. Journal of Managerial Issues, 9(3), 257-274.
Naring, G., Briet, M., & Brouwers, A. (2006). Beyond demand-control: Emotional labour and symptoms of burnout in teachers. Work & Stress, 20(4), 303-315.
Noar, S. M. (2003). The role of structural equation modeling in scale development. Structural equation modeling, 10(4), 622-647.
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
Noddings, N. (1995). Philosophy of education. Boulder. Colo.: Westview Press.
Paules, G. F. (1991). Dishing it out: Power and resistance among waitresses in a New Jersey restaurant. Philadelphia: Temple University Press.
Price, H. (2001). Emotional labour in the classroom: a psychoanalytic perspective. Journal of Social Work Practice, 15(2), 161-180.
Pugliesi, K. (1999). The consequences of emotional labor: Effects on work stress, job satisfaction, and well-being. Motivation and Emotion, 23(2), 125-154.
Rafaeli, A., & Sutton, R. I. (1987). Expression of emotion as part of the work role. Academy of Management Review, 12, 23-37.
Rafaeli, A., & Sutton, R. I. (1989). The Expression of Emotion in Organizational Life. Research in Organizational Behavior, 11, 1-42.
Rafaeli, A., & Sutton, R. I. (1991). Emotional contrast strategies as means of social influence: Lessons from criminal interrogators and bill collectors. Academy of Management Journal, 34, 749-775.
Richard, E. M. (2006). Applying appraisal theories of emotion to the concept of emotional labor. Unpublished doctoral dissertation, Louisiana State University and Agricultural & Mechanical College, Louisiana.
Rose, M. (2001). The working life of a waitress. Mind, Culture, and Activity, 8, 3-27.
Roulston, K. (2004). An investigation of music teacher’s work in changing times. Journal of Educational Chang, 5(1), 31-56.
Sarah, J., & Hazel, C. (2005). Emotional Labour in the Teaching Profession. Management Research News, 28, 67-68.
Schaubroeck, J., & Jones, J. R. (2000). Antecedents of work place emotional labor dimensions and moderators of their effects on physical symptoms. Journal of Organizational Behavior, 21, 163-183.
Schneider, B., & Bowen, D. E. (1985). Employee and customer perceptions of service in banks: Replication and extension. Journal of Applied Psychology, 70, 423-433.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L.(1997). Development and validation of a measure of emotional intelligence. Personality and Individual Difference, 25, 167-177.
Shuler, S., & Sypher, B. D. (2000). Seeking emotional labour: When managing the heart enhances the work experience. Management Communication Quarterly, 14, 50-89.
Shumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum Associates.
Stenross, B., & Kleinman, S. (1989). The highs and lows of emotional labor: Detectives encounters with criminals and victims. Journal of Contemporary Ethnography, 17, 435-452.
Strauss, A., & Corbin, J. (1998). Grounded theory methodology: An overview. In N. K. Denzin & Y.S. Lincoln (Eds.), Strategies of Qualitative Inquiry. Thousand Oaks: Sage.
Sutton, R. I. (1991). Maintaining norms about expressed emotions: The case of bill collectors. Administrative Science Quarterly, 36, 245-268.
Tolich, M. B. (1993). Alienating and liberating emotions at work. Journal of Contemporary Ethnography, 22(3), 361-381.
Tracy, S. J. (2000). Becoming character for commerce: Emotional labor, self-subordination, and discursive construction of identity in a total institution. Management Communication Quarterly, 14, 90-128.
Van Maanen, J., & Kunda, G. (1989). Real feelings: Emotional expression and organizational culture. In L. Cummings, & B. Staw (Eds.), Research in organizational behavior (pp. 43-103). Greenwich: JAI.
Weiss, H. M., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the causes and consequences of affective experiences at work. In B. M. Staw, & L. L. Cummings (Eds.), Research in organizational behavior, 18, 1-74. Greenwich, CT: JAI Press.
Wharton, A. S. (1993). The affective consequences of service work: Managing emotions on the Job. Work and Occupations, 20(2), 205-232.
William, L. G., Dawn F., & James, G. H. (2009). Emotional labor and leadership: A threat to authenticity? Leadership Quarterly, 20, 466.
Xin, M., Lingling, Ma., & Kelly, D. B. (2008). Using multilevel modeling to investigate school effects. In Multilevel Modeling of Educational Data. (pp. 59-110). United States of America: Information Age Publishing Inc.
Zapf, D., Vogt, C., Seifeit, C., Mertini, H., & Isic, A. (1999). Emotional work as a source of stress: The concept and development of an instrument. European Journal of work and organization psychology, 8(3), 371-400.
Zembylas, M. (2002a). Constructing genealogies of teachers’ emotions in science teaching. Journal of Research in Science Teaching, 39, 79-103.
Zembylas, M. (2002b). ‘‘Structures of feeling’’ in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52, 187-208.
Zembylas, M. (2003a). Caring for Teacher Emotion: Reflections on Teacher Self-Development. Studies in Philosophy & Education, 22 (2), 103-125.
Zembylas, M. (2003b). Interrogating ‘‘teacher identity’’: Emotion, resistance, and self-formation. Educational Theory, 53, 107-127.
Zembylas, M. (2004). The emotional characteristics of teaching: An ethnographic study of one teacher. Teaching and Teacher Education, 20, 185-201.
Zembylas, M. (2005). Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. Journal of Qualitative Studies in Education (QSE), 18(4), 465-487.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE