臺北市公立幼兒園教師情緒管理與教學效能之關係模式及其政策應用

The Relationship Model of the Emotional Management and Teaching Effectiveness for Public Preschool Teachers in Taipei City and Their Policy Application

在家長與學生意識抬頭的教育大環境下，教改政策施行之步調加快，為教育現場之教師們的日常生活與工作帶來許多挑戰與壓力，日久自會產生倦怠感，因此教師應該適當地增進自身情緒管理能力，以提升教學效能，進而擁有身心健康的快樂人生。本研究旨在建構臺北市公立幼兒園教師情緒管理與教學效能之關係模式及其在政策上的應用。本研究內容包含瞭解幼兒園教師情緒管理與教學效能之現況、分析幼兒園教師不同背景與情緒管理及教學效能之間的差異，以及驗證幼兒園教師情緒管理與教學效能之間的關係與建構模式。本研究以臺北市公立幼兒園教師為對象，共發放360份問卷，回收334份，有效問卷300份，後續使用敘述統計、因素分析、信度分析、單因子多變量變異數分析及結構方程模式加以分析統計。研究結果歸納如下：一、臺北市公立幼兒園教師情緒管理與教學效能皆不差；二、情緒管理整體量表與教學效能整體量表兩者皆具高信、效度；三、不同背景變項之教師在幼兒園教師情緒管理與教學效能具有差異；四、幼兒園教師情緒管理對於教學效能有高度顯著的正向影響。最後，本研究提出結論與建議，以供教育主管行政機關與幼兒園教師在其政策應用與未來研究之參考。

With rising awareness of parents and students in the educational environment, educational reform policies implementation pace has accelerated, which has brought challenges and pressures to preschool teachers in their educational daily life and work, which will lead to burnout, so preschool teachers should enhance their emotional management, and improve their teaching effectiveness, to have a healthy and happy life. This study aims to construct a relationship model of the emotional management and teaching effectiveness for public preschool teachers in Taipei city and their policy application. The research contents include: (1) understanding the present situation about emotional management and teaching effectiveness for preschool teachers; (2) analyzing differences between emotional management and teaching effectiveness of preschool teachers’ backgrounds; (3) confirming the relationship between emotional management and teaching effectiveness for preschool teachers. This study distributed 360 questionnaires to public preschool teachers in Taipei city, and returned 334 samples, while 300 were valid, then analyzed by descriptive statistics, factor analysis, reliability analysis, 1-Way MANOVA, and structural equation modeling (SEM). Research results summarized as follows: (1) emotional management and teaching effectiveness of public preschool teachers in Taipei city were not bad; (2) emotional management scale and teaching effectiveness scale, and both scales were in high reliability; (3) there were differences among teachers with different backgrounds in emotional management of preschool teachers and teaching effectiveness; (4) the model showed that emotional management of preschool teachers had high significant positive influence on teaching effectiveness. Finally, conclusions and suggestions are made as reference of educational administrative agencies and preschool teachers in their policy application and future research.