| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 103 === Article 10 of Taiwan’s compulsory education law was enacted since January 1st,2011. Schools at all levels are eligible to staff a full-time teacher counselor. A year after the law became legitimate, a great number of penings for full-time teacher counselors were instantly available and this henomenon rose to its peak between since then. The fact is that teacher counselors are facing a variety of problems caused by teenagers.Issues have been raised regarding quality control problems as well as concerns over how these teacher counselors are emotionally well prepared to deal with unpredictable
adolescent problems.
Adopting quantitative research method based on questionnaire survey, the study aimed at detecting emotional intelligence training needs using Nelson and Low (2008)’s “Emotional Skill Assessment Process” (ESAP) translated and validated by Tang in 2010.The ESAP-Chinese containing 104 items was used as the research instrument of the study, targeting at purposefully sampling 30 teacher counselors’ emotional intelligence profiles. All participants returned their questionnaire results, yielding a 100% valid response rate. Data were analyzed by grey relational analysis computed on the Grey
Toolbox. Results of the grey relational analysis showed that the six dimensions of ESAP-Chinese for the 30 participants in ranking order were: (1)Stress Management；(2)Change Orientation；(3)Assertion；(4)Commitment Ethic；(5)Time Management；(6)Self Esteem. Stress Management, Change Orientation and Assertion were the three strong areas among teacher counselors of the study, while Commitment Ethic, Time Management and Self Esteem were the three areas in need of further improvement in order to reinforce overall EI among the 30 participants.
Based on results of grey relational analysis, training suggestions were provided, practical implementations for educational institutions and future research were discussed.
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