行政人員與教師互動之情緒地圖描繪論述

Depiction of Emotional Map among the Interaction of Administrative Staffs and Teachers

本研究旨在探究與理解國小學校行政人員與教師互動之情緒地圖形成情況，教學是一連串的情緒勞務，本研究利用國外學者Hargreaves 以情緒社會學觀點所提出的「情緒地圖」架構，分析探究行政人員與教師互動時的情緒脈絡，包含了性別互動、績效責任、權力不等和時空脈絡等向度。研究者以質性研究方式，深度訪談了五位行政人員與五位級任教師。研究發現，透過情緒地圖的概念，清楚剖析描繪出行政人員與教師互動之情緒距離，並獲致以下結果：(1)性別互動的情緒距離---相似吸引與性別領導的角色拉扯促使相同性別的行政人員和教師互動間不易有情緒的隱藏；(2)績效責任的情緒距離---行政思維與教學效能信念的制衡引發了彼此正負面的情緒；(3)權力不等的情緒距離---上層權力與基層權利互涉的弔詭，形成行政人員和教師情緒距離的外顯因素；(4)時空脈絡的情緒距離---溝通媒介與共事時間交互的衝擊，常常威脅到行政人員與教師間情緒理解的建立。

This study aimed to explore and understand how the emotional map among the interaction of the Elementary School administrative staffs and teachers formed. Teaching is a series of emotional labor, using the ＂emotional map＂ addressed by Hargreaves as the studying framework, emotional sociological point of view, the study explored the emotional context of administrative staff when interacting with teachers. Including gender interaction, accountability, authority unequality and temporal context unequal dimensions, The study analyzed clearly depiction of emotional map among the interaction of administrative staffs and teachers through the concept of emotional map and received the following results: (1) emotional distance of gender interaction --- similar attraction theory and the roles of gender leaders prompted leaders to have the emotions hidden uneasily; (2) the emotional distance of the administrative responsibilities --- the balance of thinking and teaching efficacy beliefs might lead to another positive and negative emotions; (3) the emotional distance of unequal power --- the paradox between the upper right of power and inter-related grassroots formed the explicit factors of emotional distance between administrative staffs and teachers; (4) spatial and temporal context of emotional distance ---the interactive impact of media communication and working together time usually threatened to the establishment of emotional understanding between administrative staffs and teachers.