國小教師知覺校長情緒勞務與歸屬感關係之研究——以組織信任為中介變項

A Study on the Relationship between Elementary School Principal’s Emotional Labor and Teachers’ Sense of Belongingness: taking the Organizational Trust as the Mediator

校長的情緒勞務是影響教師歸屬感高低的重要因素。本研究旨在以組織信任為中介變項，了解國民小學校長情緒勞務對教師歸屬感之影響。研究方法為問卷調查法，並使用結構方程模式驗證校長情緒勞務、組織信任與教師歸屬感的關係。研究結果顯示臺灣地區國民小學教師知覺校長情緒勞務、組織信任與教師歸屬感之現況為中高程度表現，三者間具有顯著的正相關存在，且校長情緒勞務與組織信任對整體教師歸屬感具有預測效果。研究並發現校長情緒勞務透過組織信任影響教師歸屬感，組織信任具有完全中介效果。本研究建議校長善用情緒勞務，提升組織信任，並從中建立教師自我認同及自我尊榮感，進而增進教師歸屬感，願意為教育目標而努力。

A Principal’s emotional labor is an important influential factor of the teacher’s sense of belongingness. By taking the organizational trust as the mediator， this study aims to investigate the relationship between principals’ emotional labor and teacher’s sense of belongingness. This study first uses a questionnaire survey and then uses a structural equation modeling to test the modal fit. The findings indicate that there are medium and high performances in the relationship between elementary school teachers’ perception of principal’s emotional labor， organizational trust and teachers’ sense of belongingness. There is a significant positive correlation among this threesome， that is， the principal’s emotional labor can be taken to predict teachers’ sense of belongingness and the organizational trust has the full mediating effect between the principal’s emotional labor and teachers’ sense of belongingness. This study suggests the principal uses emotional labor properly to enhance the organizational trust and， through this way， to help teachers establish their selfidentity and self-esteem to enforce their sense of belongingness and make them willing to commit to education.