A study to the relationship between role conflicts and emotionmanagement of elementary school teachers as executive staff in Yulin County

• Main Authors: Pai-Chuen Chen, 陳百雀
• Other Authors: Meng-Ching Hu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/70724787296842180843

碩士 === 國立中正大學 === 成人及繼續教育所 === 98 === Abstract This study aimed to explore the role conflicts and emotion control for elementary school teachers who are also school executive staff. According to the findings, some suggestions were made to help executive staff teachers control their emotion effectively so their role conflicts can be resolve. The findings also offered the educational administrative agencies a clear picture of what they need. This study employed a survey questionnaire for data collection. The participants were executive staff teachers at public elementary school in Yulin County. The questionnaire contained three parts: Part I is personal background; Part II is role conflict scale, and Part III is emotion management scale. A total of 540 questionnaires were distributed. 504 valid questionnaires were received. The valid questionnaire returned rate was 93%. All the collected data were calculated for Cronbach α, reliability analysis, factor analysis, t-test and one-way ANOVA by using statistical analysis software package, SPSS. The main findings are as follows: 1. The executive staff teachers’ role conflicts differ from each other due to the diverse personal background. 2. The executive staff teachers’ emotion management differs from each other due to the diverse personal background. 3. There is a significant negative correlation between the role conflicts and emotion management for these executive staff teachers. In other words, the participants with higher capacity of emotion management would feel lower level of role conflicts. Based on the above findings, the author proposes the following recommendations for school supervisors, executive staff teachers at elementary schools and future researchers: I. For the school directors: 1. Reducing unnecessary school activities will help to lower the executive staff teachers’ workload. Schools should integrate all kind of school assessments. 2. The school should establish a module for teachers to take turns to be school administrators. Each teacher should be allocated their work according to their will. 3. Creating a positive and harmonious campus culture. 4. To provide professional resources for teachers to consult with. II. For the executive staff teachers 1. Understanding one’s personality traits, improve the capacity of adjustment to self-psychology 2. Reinforce the executive staff teachers’ ability of communicating to others. 3. Encourage teachers to participate emotional education course or teachers’ development workshops. Key words : role conflict、emotion management、executive staff teachers