A Study on Relationship among Junior High School Teachers’ Emotional Labor, the Organizational Climate of Schools and Teachers’ Self-efficacy

• Main Author: 顏大凱
• Other Authors: 鍾蔚起
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/s57b5c

碩士 === 國立高雄師範大學 === 教育學系 === 97 === The purpose of this study is to explore the relationships among junior high school teachers’ emotional labor, the organizational climate of schools and teachers’ self-efficiency. We could apply results and implications of this study in the efficient teaching, that is, junior high school teachers’ emotional labor will be released, the climate of schools will be brought into harmony, and teachers’ self-efficacy will be promoted. According to literatures and theories, I develop the framework and questionary of this study, use survey research method to single out 762 teachers at random from 51 junior high schools in Kaohsiung City, Kaohsiung Country and Pingtung Country, and then get 671 effective samples. The questionnaire is titled as “The Questionary of Relationship among Junior High School Teachers’ Emotional Labor, the Organizational Climate of Schools and Teachers’ Self-efficacy.” Besides, I use statistic methods including item analysis, factor analysis, t-test, one-way ANOVA, Scheffe method, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The implications of this study are following sections: 1. The feeling of the junior high school teachers’ emotional labor is higher. “The basic emotional display” is the highest and “the deep emotional acting” is the lowest. 2. Female teachers, teachers with part-time administrative job, and teachers graduated from general university (including Teachers' Education Program) awake much more “the emotional labor”. 3. Junior high school teachers’ feeling for the organizational climate of schools is fine. “Teachers’ disengaged behavior” is the highest and “Principals’ supportive behavior” is the lowest. 4. Male teachers, older teachers, elder teachers, teachers with part-time administrative job, teachers serving in small schools, teachers serving in faraway schools, teachers serving in schools with long history, awake much more “the organizational climate of schools”. 5. Junior high school teachers’ self-efficacy is fine. “Personal teaching efficacy” is better than “General teaching efficacy.” 6. Male teachers, older teachers, elder teachers, teachers with part-time administrative job, teachers with higher degree, teachers serving in small schools, teachers serving in faraway schools, awake much more “Teachers’ self-efficacy.” 7. There are mostly positive interrelationships between emotional labor and the organizational climate of schools. 8. There are positive interrelationships between emotional labor and teachers’ self-efficacy. 9. There are positive interrelationships between the organizational climate of schools and teachers’ self-efficacy. 10. Emotional labor and the organizational climate of schools are stronger forecasts for teachers’ self-efficacy. “The deep emotional acting” is the strongest forecast for teachers’ self-efficacy. Finally, I give suggestions to the authorities, schools, teachers, and future researchers.