| Summary: | 碩士 === 國立嘉義大學 === 教育學系研究所 === 96 === The purpose of this study was to understand the current status of teachers’ emotional competence and their conflict management strategies between teachers and students in junior high school, to examine whether teachers with different background variables show differences in their emotional competence and conflict management strategies, and to explore the relationship between teachers’ emotional competence and their conflict management strategies.
A questionnaire survey was employed in this study. Designed by the researcher, “The Junior High School Teachers’ Emotional Competence Questionnaire”and “The Junior High School Teachers’Conflict Management Strategies between Teachers and Students Questionnaire”were used as tools. Selected through proportional allocation sampling, a total of 405 junior high school teachers in Tainan City answered the questionnaires. The statistics procedures included one-way ANOVA, one-way MANOVA, Pearson product-moment correlation, and Canonical correlation analysis. Below is a summary of the result of this study:
1.The highest emotional competence of junior high school teachers is Self-Awareness, the lowest competence is Self-Regulation, and teachers with different background variables show significant differences.
2.The most frequently used conflict strategies between teachers and students for junior high school teachers are Open-Collaboration and Compromise, the least frequently used strategy is Avoidance-Orientation, and teachers with different background variables show significant differences.
3.There are a relationship between junior high school teachers' emotional competence and their conflict management strategies according to Canonical correlation analysis.
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