教師情緒智力、工作壓力與工作滿意度影響關係之研究：以屏東縣國民中學教師為例

Effects of Teachers’ Emotional Intelligence and Job Stress on Job Satisfaction: An Empirical Study on Junior-High School Teachers of Pingtung County

本研究以情緒智力、工作壓力與工作滿意度為主題，深入探索國中教師所需具備的情緒管理職能，以及其對工作壓力與滿意度之因果影響關係，研究者藉由國內外研究文獻的蒐集、比較與彙整，發展出國中教師情緒智力、工作壓力與工作滿意度影響關係之量表，經由多次與學術界專家及國中教師之深入訪談和試測，進行問卷題項之反覆修正，以確保問卷制定之完備性與嚴謹度。在實證資料之收集上，則以屏東縣立國中教師為樣本進行分層隨機抽樣，抽取屏東縣38所國中，總計252位教師進行問卷調查，最後回收231份有效問卷。對實證資料完成編碼後，研究者進一步以結構方程式模式之偏最小平方法，進行問卷資料之信效度檢核與研究模式驗證。研究結果顯示，國中教師個人的情緒智力對其工作壓力有顯著的負向影響關係，且對其所擔任工作的滿意度有顯著正向的影響；而國中教師所感受到工作壓力的程度，則對其工作滿意度有顯著的負向影響。研究結果與意涵的推論，希冀能對國中教育行政機關、師資培育中心與教師同儕，在情緒管理職能培養的實務與研究領域，提供重要的參考依據；並對國中教師情緒智力的強化、工作壓力的因應與教學工作滿意度之提升，能有具體貢獻。

This current study aims at exploring the causal relationships among emotional intelligence, job stress and job satisfaction of municipal junior-high school teachers. Based upon the prior literature, a large-scale survey was developed and conducted in this study. A total of 252 questionnaires was issued with 231 valid questionnaires received from the teachers who work for municipal junior-high schools in Pingtung county. The collected empirical data were then analyzed by a component-based structural equation modeling technique, partial least squares regression analysis, to test the proposed hypotheses and validate the nomological validity of the research model in this study. The research findings signify that the significant influencing levels were found among the causal relationships of emotional intelligence, job stress and job satisfaction of the municipal junior-high school teachers in Pingtung county. The empirical results authenticated the proposed research framework of this study. Specifically, a negative influence for job stress on job satisfaction, a positive associated relationship from emotional intelligence to job satisfaction and a negative association from job stress to emotional intelligence were firmly confirmed by the PLS analytical results. The implications and recommendations of this study are expected to serve as instrumental guidelines to help educational administrative institutes, teacher education centers and junior-high school staffs understand the pros and cons among emotional management, job stress, and job satisfaction as perceived by modern junior-high teachers.