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題名:國小教師心理資本、情緒勞務、實用智能與教學效能徑路模式之建構及驗證
作者:孫國華
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:黃文三
學位類別:博士
出版日期:2014
主題關鍵詞:心理資本情緒勞務實用智能教學效能結構方程模式psychological capitalemotional laborpractical intelligenceteaching effectivenessstructural equation modeling
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摘要
本研究主要之目的在建構國小教師心理資本、情緒勞務、實用智能與教學效能之徑路關係,並驗證其穩定性。本研究採用問卷調查法,先抽取164位國小教師為預試樣本,進行量表信、效度分析,再以912位現職國小教師做為研究之正式樣本,分析不同背景變項在各研究變項之差異、並建構徑路模式並驗證其穩定性。研究者使用「國小教師心理資本量表」、「國小教師情緒勞務量表」、「國小教師實用智能量表」及「國小教師教學效能量表」蒐集資料。調查所得資料運用探索性因素分析、驗證性因素分析、單因子多變量變異數分析及結構方程模式等統計方法進行考驗。據此驗證心理資本、情緒勞務、實用智能與教學效能等潛在變項之因素結構及穩定性,並分析不同背景變項的國小教師在心理資本、情緒勞務、實用智能與教學效能上的差異,最後建構四個潛在變項之徑路模式並驗證其穩定性。本研究之結論如下:
一、 國小教師心理資本、情緒勞務、實用智能與教學效能之測量模式契合觀察資料,並具跨樣本之穩定性。
二、 國小教師心理資本、情緒勞務、實用智能與教學效能之現況屬中上程度。
三、 國小教師的心理資本會因「性別」、「服務年資」及「任教性質」的不同而有顯著差異。
四、 國小教師的情緒勞務會因「任教性質」的不同而有顯著差異。
五、 國小教師的實用智能會因「學歷」的不同而有顯著差異。
六、 國小教師的教學效能會因「服務年資」、「學歷」及「任教性質」的不同而有顯著差異。
七、 國小教師的心理資本會透過情緒勞務與實用智能之完全中介間接影響教學效能,並具跨樣本之穩定性。
最後本研究根據上述結論,提出建議,以供教育行政主管機關、師資培育機構、學校行政單位、國小教師以及後續研究之參考。
關鍵詞:心理資本、情緒勞務、實用智能、教學效能、結構方程模式
Abstract
The purpose of this study is to explore the path model among the psychological capital, emotional labor, practical intelligence and teaching effectiveness of elementary school teachers. Furthermore, the study verifies the stability of the model.
A questionnaire survey is conducted in this study. The first data obtained from 164 teachers are employed to test the reliability and validity of all the scales. The second data from 912 teachers are meant to explore the differences between demographic variables and psychological capital, emotional labor, practical intelligence and teaching effectiveness; in addition, they are used to construct the path model and verify the stability of the model.
The samples are collected and analyzed with instruments, including“Psychological Capital Scale”, “Emotional Labor Scale”, “ Practical Intelligence Scale” and “Teaching Effectiveness Scale”. Data obtained from the survey are analyzed by exploratory factor analysis (EFA), confirmatory factor analysis (CFA), one-way MANOVA and structural equation modeling(SEM) .
The major conclusions of the research are as follows:
1. Data-model fitted well in measurement models for the scales of elementary school teachers ' psychological capital, emotional labor, practical intelligence and teaching effectiveness .
2. The current situation of the psychological capital, emotional labor, practical intelligence and teaching effectiveness of elementary school teachers were above the medium level.
3.The elementary school teachers’ psychological capital differs according to “gender”, “seniority” and “position”.
4. The elementary school teachers’emotional labor differs according to “position” .
5. The elementary school teachers’practical intelligence differs according to “education levels”.
6. The elementary school teachers’teaching effectiveness differs according to“seniority” , “education levels” and “position”.
7. The relationship between psychological capital and teaching effectiveness of elementary school teachers is mediated entirely by emotional labor and practical intelligence . Furthermore, the model is stable among different sample.
According to the findings and conclusions, the study proposes the suggestions for education administrative institutes, teacher-cultivated institutes, school administrative offices, elementary school teachers and future researches.
Keywords : psychological capital, emotional labor, practical intelligence, teaching effectiveness, structural equation modeling
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