The relationships between the emotional intelligence, burn-out, and teacher efficacy among the Elementary School teachers in the city of Kaohsiung

• Main Authors: Jo-shan Hsu, 許若珊
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/76339338567320157588

碩士 === 國立屏東教育大學 === 教學視導碩士學位學程 === 99 === Abstract The goal of this study is to discuss and study the relationships between the emotional intelligence, burn-out, and teacher efficacy among the Elementary School teachers in the city of Kaohsiung. The main goals of this study are: 1. Understanding the current situations of emotional intelligence, burn-out, and teacher efficacy among the Elementary School teachers. 2. Analyzing the differences of variables among the teachers in their emotional intelligence, burn-out, and teacher efficacy. 3. Analyzing the explanation for the teacher efficacy with their emotional intelligence and burn-out. This study mainly uses the “Questionnaire Analysis Method”, with the Elementary School teachers in Kaohsiung as subject and using “Questionnaire on emotional intelligence, burn-out, and the teacher efficacy among Elementary School teachers” put together by the researcher. Using stratified random sampling, there were 541 questionnaires passed out, 521 questionnaires collected, and 484 effective questionnaires. The official collection percentage was 96.3%, and the effective collection percentage was 92.9%. This study used methods such as one-way ANOVA and multiple stepwise regression to analyze and study the hypothesis, and reached the following conclusions: 1. The emotional intelligence and teacher efficacy are currently well, and the burn-out rate is low. 2. Male teachers tend to have higher emotional intelligence and teacher efficacy than female teachers. 3. Teachers over the age of 40 have higher emotional intelligence, teacher efficacy, and lower burn-out. 4. “Teachers of specific subjects” have higher emotional intelligence. 5. “Teachers with the jobs of managing” have higher burn-out. 6. Teachers who’ve been teaching for more than 21 years and those with Master’s degree or above (including 40-credit class) have higher teacher efficacy. 7. The emotional intelligence and burn-out can affect the teacher’s efficacy, among which the “use of emotions” of the emotional intelligence has the most influence on teacher’s efficacy. Lastly, this study gives suggestions and recommendations according to its findings and conclusions to the Education Administration Agency, Elementary School educators, and future related studies. Key words: Emotional intelligence, Burn-out, Teacher efficacy