教師感恩特質和情感支持之關係研究：組織緊張氣氛之中介效果

Relationship Between Trait Gratitude and Emotional Support of Elementary School Teachers: the Organizational Stress Climate as a Mediator

為探討教師感恩特質和情感支持之關聯，以及學校組織緊張氣氛在教師感恩特質和情感支持之間的中介效果。本研究對象為全國227名於國小任教的教師，並使用感恩特質量表、組織緊張氣氛量表、情感支持量表作為研究工具，利用結構方程模式進行資料分析，最後再選擇知覺組織緊張氣氛的教師進行訪談。研究顯示，「教師感恩特質」對「情感支持」直接效果不顯著；而「教師感恩特質」與「教師知覺學校組織緊張氣氛」達顯著正相關；「教師知覺學校組織緊張氣氛」對「情感支持」效果達顯著負相關，且「教師知覺學校組織緊張氣氛」在「教師感恩特質」與「情感支持」之間扮演中介變項的角色；訪談結果發現「主管支持」以及「學校內非正式組織的競爭行為」影響教師的「情感支持」。根據本研究結果提出教育現場與未來研究方向的建議。

This study investigated the relationship among trait gratitude, the organizational stress climate, and emotional support of teachers in elementary schools. The research was performed using three questionnaires:“Gratitude Questionnaire,”“School Organizational Climate Stress scale,”and“Emotional Support Scale.”227 teachers were recruited as participants from elementary school. The structural equation model (SEM) was used for the analysis. Finally, we selected teachers with the perception of the organizational stress climate to conduct interviews. The results reveal as following: teacher’s trait gratitude was not significantly related to teachers’emotional support. Secondly, teacher’s trait gratitude was significantly and positively related to the organizational stress climate. Furthermore, teachers’perception of the organizational stress climate was significantly and negatively related to teachers’emotional support, and the organizational stress climate acts as a mediating role with the impact from teacher’s trait gratitude to teachers’emotional support. Finally, the supervisor support and competitive behaviors of informal organization have influence on teachers’emotional support. According to the conclusions of the study, the research can provide some explanation for the practitioners and following researchers.