A Study of Emotional Intelligence and Burnout in the Special Education Teachers in Junior High School

• Main Authors: Zhi-Min Wang, 王智民
• Other Authors: 蕭金土
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/79231102503339767918

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 93 === A Study of Emotional Intelligence and Burnout in the Special Education Teachers in Junior High School By Zhi-Min Wang Abstract This survey investigates the variables correlation between emotional intelligence and burnout by means of literature review and questionnaires. Based on the results of the questionnaires sent to 245 junior high school special education teachers, some major conclusions were listed below: A. Emotional intelligence a)The survey showed that the level of the teachers’ awareness of emotional intelligence was high. The highest point in the questionnaires was “emotional perception” while the lowest point was “ emotional usage”. b)In terms of “emotional intelligence” in special education teachers, significant difference was found in the marital status of the special education teachers. c)In terms of “emotional intelligence” in special education teachers, no significant difference occurred in such variables as gender, age, service year, appointed-task, educational background, professional educational background, school size, and school location. B.Burnout a)The results of the questionnaire survey showed that the level of the teachers’ awareness of burnout was low. The highest point was “reduced personal achievement” while the point of “depersonalization” was the lowest. b)In terms of “burnout” in special education teachers, significant difference was found in such variables as gender, age, marital status, and service year. c)In terms of “burnout” in special education teachers, it was no significant difference that was found in such variables as educational background, appointed-task, professional educational background, school size, and school location. C. The relationship between emotional intelligence and burnout in the special education teachers: a)As to special education teachers in junior high school, the correlation coefficients between “ emotional intelligence” and “ burnout” were negative in different perspectives. b)“Depersonalization” and “overall emotional intelligence” were the most significant correlated, followed by the correlation between “overall burnout” and “overall emotional intelligence”.