A Study of Teachers'''' Emotion Management and Teacher Efficacy in Elementary School

• Main Authors: Shu-hui Yen, 顏淑惠
• Other Authors: Chuen-Rong Liu
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/77038166003305327045

碩士 === 臺北市立師範學院 === 國民教育研究所 === 88 === The main purposes of this study were to understand the real situation for teachers’emotion management and teacher efficacy of the elementary schools in Taiwan areas, to analyze the relationship between teachers’emotion management and teacher efficacy, and to measure the differences of teachers’emotion management and teacher efficacy on teachers’population variables and schools’environmental variables. This study also attempted to predict efficiently the variables and influences on teacher efficacy. This investigation was based on questionnaire survey. The subjects included 904 teachers randomly selected from 70 public elementary schools in Taipei city and county. Two survey instruments were developed in the research including “Teachers’Emotion Management Scales” and “ Teacher Efficacy Scales”. The data obtained by questionnaire was analyzed by frequencies, mean, standard deviation, ANOVA, MANOVA, and multiple stepwise regression. The major findings were as following: 1. Teachers in elementary school possess greatly competency of teachers’emotion management. 2. Teachers in elementary school possess highly perception of teacher efficacy. 3. In terms of teachers’population variables, there were significant differences existed among teachers’gender, seniority, and duty on teachers’emotion management and teacher efficacy. 4. In terms of schools’environment variables, there is no significant differences existed on teachers’emotion management and teacher efficacy. 5. Significant difference existed among the competency of teachers’emotion management on teacher efficacy of elementary school teachers. 6. Teachers’gender, seniority, and teachers’emotion management were the significant predictors for teacher efficacy in elementary school. Based on the study results, the author tends to submit feasible recommendations for the institution of educational administration, the universities which are responsible for teachers pre-service training, the elementary schools’ administration, the elementary school teachers and further research plans.