教師靈性、心理資本、工作價值觀、情緒勞務與學校生活適應之徑路模式探析

The Path Model of Teacher's Spirituality, Psychological Capital, Work Values, Emotional Labor, And School Life Adjustment

本研究探索高中教師靈性、心理資本、工作價值觀、情緒勞務與學校生活適應之徑路模式。以478位高屏地區高中教師為研究對象，採用問卷調查進行積差相關與結構方程模式分析。主要研究結論有：一、教師各項知覺在中等程度以上，心理資本以自我效能較佳，工作價值觀以組織安全程度較低，學生焦點情緒勞務以真情流露程度最高、表層演出最低，工作焦點情緒勞務以規範程度較高，學校生活適應則以人際適應較佳、工作適應較弱；二、教師各項知覺兩兩間有顯著正相關；三、教師靈性可藉心理資本、工作價值觀、情緒勞務完全中介正向預測學校生活適應，其中以樂觀、自我實現、真情流露、規範或多樣性最具預測效果，且作用在教師個人與人際適應較多。

The purpose of this study was to explore the path model of teachers' spirituality, psychological capital, work values, emotional labor, and school life adjustment of senior high school teachers. Questionnaire survey was adapted to collect data of 478 teachers in Kaohsiung and Pingtung. The collected data were analyzed by product-moment correlation and structural equation modeling. The main conclusions of this study were as follows: First, the teachers' perceptions of all the variables were above the medium level. Their psychological capital was lower in self-efficacy. Work values were lower in organizational security. Students-focused emotional labor was highest in naturally felt emotions and lowest in surface performance. Job-focused emotional labor was higher in norms. School life adjustment was higher in intrapersonal and interpersonal adjustment. Second, there was a significantly positive correlation between teachers' perceptions in each two of all the variables. Third, teachers' spirituality could positively predict school life adjustment through the complete mediation effects of psychological capital, work values, and emotional labor. In addition, there were the most robust predictive effects in optimism, self-realization, naturally felt emotions, and norms or variety on the intrapersonal or interpersonal adjustment.