疫情期間學校線上教學要求與學校線上教學資源對教師情緒耗竭之影響：家職衝突的中介效果

Impacts of School Online Teaching Demands and School Online Teaching Resources on Teachers’Emotional Exhaustion During COVID-19: The Mediating Effect of Family-work Conflict

研究目的
教師在新冠肺炎之前，分別穩定地在家庭及學校間扮演稱職的角色；然而，為因應新冠肺炎而突然採取的線上教學模式，讓教師的兩個角色之間產生了衝突，也連帶影響教師的情緒。本研究試圖從工作要求—資源模式與資源保存理論觀點，探討新冠肺炎期間教師在家線上教學情境，學校線上教學要求與資源、教師家職衝突以及教師情緒耗竭的關聯性，並檢視教師家職衝突於學校線上教學要求與學校線上教學資源對情緒耗竭影響關係間的中介角色。
研究設計／方法／取徑
研究採問卷調查法，蒐集臺灣公立國小496位具在家線上教學
經驗教師問卷資料並使用結構方程模式進行分析，以驗證研究假設。
研究發現或結論
因新冠肺炎疫情採線上教學期間，學校線上教學要求對教師情緒耗竭影響關係中，教師家職衝突扮演完全中介角色，換言之學校線上要求對教師情緒耗竭的正向影響，完全透過教師家職衝突傳遞。此外，教師家職衝突於學校線上教學資源對教師情緒耗竭影響關係中扮演部分中介角色，意即學校線上資源可直接減緩教師的情緒耗竭，也可透過降低家職衝突達到減緩的效果。
研究原創性／價值
本研究之研究結果凸顯教師在家線上教學受家庭干擾產生衝突於線上教學期間對教師情緒耗竭影響的重要性；然而，無論是直接效果或是間接效果，學校線上教學資源對教師情緒耗竭影響效果都大於學校線上教學要求。此針對臺灣於新冠肺炎線上教學情境之結果與過去研究結果不同，可能是跟臺灣教師普遍在規律與高壓下成長，再加上教師這個行業有其特殊性，社會賦予教師的社會責任與高度期盼，讓擔任教師的個體較能配合學校或環境要求，也較能適應這種壓力。但是，若當教師知覺到線上教學的自主性高、校長對線上教學的支持與關係，更有助教師扮演好家庭角色並與家人和睦相處，而減緩情緒耗竭程度。
教育政策建議或實務意涵
學校或校長在提出線上教學要求時，可給予教師彈性以避免產生家職衝突。此外，教師非常重視學校線上教學資源之補充，建議校長提供教師軟硬體設備以利教師線上教學進行；此外舉辦線上教學增能研習，讓教師更有信心且自在地完成任務。再者，多關心教師的家庭生活並提供個別化支持，亦可納入家庭議題諮商或成立教師專業社群等，提供教師心理與社會支持，讓教師從學校領域所獲得的資源促進家庭生活品質，產生工作對家庭的增益，讓教師可適度扮演好家庭角色，不干擾線上教學任務。

Purpose
Prior to COVID-19, teachers were able to fulfill their roles at home and school stably. However, the sudden implementation of online teaching created a conflict between their two roles, which exerted a heavy impact on teachers̓emotions. From the perspectives of the Job Demands and Resources (JD-R) model and the Conservation of Resource Theory (COR), the study examines the mediating role of teachers̓family-work conflict in the relationship between school online teaching demands, school online teaching resources and teachers̓emotional exhaustion during the home-based online teaching situation amid COVID-19.
Design/methodology/approach
The conceptual model was tested using structural equation modeling (SEM) on survey data collected from 496 elementary school teachers in Taiwan with home-based online teaching experience during the pandemic, in order to validate the research hypotheses.
Findings/results
The results show that school online teaching demands did not directly affect teachers̓emotional exhaustion, because family-work conflict fully mediated the positive effect of school online teaching demands on teachers̓emotional exhaustion. In other words, the positive impact of school online teaching demands is transmitted through conflicts between work and family roles. Furthermore, family-work conflict partially mediated the relationship between school online teaching resources and teachers̓emotional exhaustion, implying that school online resources can both directly alleviate emotional exhaustion and indirectly reduce it by decreasing family-work conflict
Originality/value
The results highlight the importance of family interference on emotional exhaustion; however, both the direct and indirect effects of school online teaching resources were more significant in affecting teachers̓emotional exhaustion than school online teaching demands. Our findings differ from previous studies, potentially because Taiwanese teachers generally grow up under stringent rules and high pressure, carrying heavy social responsibilities that enable better adaptation to pandemic stress. However, when teachers perceived a high level of autonomy in online teaching and support from school principals, it facilitated their competence in fulfilling family roles harmoniously, thereby reducing emotional exhaustion.
Implications for policy/practice
We thus recommend that when making online teaching demands, schools or principals should provide flexibility to teachers to avoid family-work conflict. Principals should also provide teachers with hardware and software to facilitate online teaching, and hold empowerment workshops to help teachers feel more confident and comfortable completing related tasks. Moreover, increased attention to teachers' family lives with individualized support, such as family consultations or establishing professional communities, could provide psychological and social assistance. Adequate resources promoting family life quality would enable teachers to fulfil family roles appropriately without interference to online teaching responsibilities.