Model construction and validation of relationships among preschool teachers emotional labor, psychological capital, subjective well-being and depression

• Main Authors: HUAN-CHAO HUANG, 黃煥超
• Other Authors: TSUNG-HAO CHEN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/43536043436285334337

碩士 === 樹德科技大學 === 兒童與家庭服務系 === 102 === Preschool teachers bear a lot of emotional labor in teaching and cause to generate depression. Psychological capital and subjective well-being can help teachers improve their state of depression. It aims to investigate the preschool teachers’ emotional labor, psychological capital, the relationship between the subjective well-being and depression. The first purpose of this research: Preschool teachers'' emotional labor, psychological capital, subjective well-being and depression adaptability observation data. The second purpose of this research: Level of emotional labor of preschool teachers from different backgrounds, psychological capital, subjective well-being, and the significant differences in depression. The third purpose of this research: Emotional labor as an exogenous latent variable, depression as an exdogenous latent variable, psychological capital and subjective well-being as a relevant association of intervening variables. This study adopts a survey, comprising “emotional labor scale”, “psychological capital scale”, “subjective well-being scale”, “depression scale” of four questionnaire scales. Participants were 398 preschool teachers . The preschool teacher data is the analysis by descriptive statistics, MANOVA, independent samples t-test, structural equation modeling. And the findings are summarized as follows: 1. Preschool teachers of different positions have significant differences in emotional labor, psychological capital and subjective well-being. In emotional labor construct, teachers and care workers on emotional labor is higher than the assistant care workers. In psychological capital constructs, teachers, care workers and those of job positions in the psychological capital is higher than the assistant care workers. In subjective well-being construct, teachers, care workers on subjective well-being, is higher than the assistant care workers. 2. Preschool teachers in psychological capital, subjective well-being and depression, due to the different circumstances of different marital status have significant differences. In psychological capital construct, married group is higher than the unmarried group. In subjective well-being construct, the married group is higher than the unmarried group. In part of depression, the unmarried group is higher than the married group. 3. Preschool teachers in emotional labor, psychological capital, subjective well-being, due to different ages have significant differences. In emotional labor constructs: Those「41-50 years old」 is higher than those below 「30 years old」; those 「41-50 years old」 is higher than those 「over 51 years of age」; and those 「31-40 years old」 is higher than those 「over 51 years of age」. Psychological Capital constructs , those 「41-50 years old 」 is higher than those 「below 30 years old 」; those 「41-50 years old 」is higher than those 「31-40 years old」 and those 「 31-40 years old 」 is higher than those 「below 30 years of age」 . In subjective well-being constructs , those 「41-50 years old」 is higher than those 「below 30 years old」 ; 「41-50 years old」 is higher than those「31-40 years old」. 4. Because of the different monthly salary, preschool teachers have significant differences in psychological capital. In psychological capital constructs, those whose salary ranges from "30,001 to 50,000" is higher than those of "10,000-30,000 ". 5. Preschool teachers caring for different numbers of students have significant differences in terms of depression. In depression constructs, those with" 70 students and below" is higher than those with "70-150 students", those with" 151 or more" is higher than those with" 70-150 people". 6. The role of the intervening association of subjective well-being, psychological capital and emotional labor over depression. In this study, the results based on data analysis are to be discussed and recommendations are to be given to the preschool teachers.