自我監控對情緒勞務與身心健康之調節效果──以南部地區特殊教育學校教師為例

Moderating Effect of Self-Monitoring on Relationship between Emotional Labor and Physical-Mental Health: The Case of Special Education Teachers in Southern Taiwan

本研究旨在檢驗情緒勞務與身心健康二者間的關係，更進一步探討自我監控在其間的 調節效果。以南部地區特殊教育學校之教師為研究對象進行調查，共獲得324 份有效問卷。 以偏最小平方法結構方程模式進行統計分析。研究結果顯示：(1)整體而言，特殊教育學校 教師情緒勞務不會對身心健康造成危害；(2)經多群體分析，自我監控在情緒勞務與身心健 康子構面間具有部分調節效果，亦即當特殊教育學校教師自我監控情形愈高，越不會出現 身心不健康之情形。最後，歸納研究發現，提出建議供相關單位參考。

The purpose of this study is to examine the relationship between emotional labor and physical-mental health and to analyze the moderating effect of self-monitoring. A total of 324 valid questionnaires were collected from teachers of special education school in southern Taiwan. Partial least squares (PLS) structural equation modeling was applied. One of the results showed that teachers’ emotional labor didn’t damage teachers’ physical-mental health. It also proved that self-monitoring of emotional labor had a part moderating effect on physical-mental health; that is， teachers with higher self-monitoring， the less unhealthy physical-mental problem would happen. Finally， the results of the study could be used as a reference for the administration of education.