A Research of the Relationship Model among Teachers’ Emotion Labor, Teachers’ Organizational Commitment, Teachers’ Self-efficacy,and Teachers’ Knowledge Sharing in Senior High Schools in Taiwan

• Main Authors: Shih-Li Hsu, 許士禮
• Other Authors: Tsang Lang Liang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/81871545951635846444

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 103 === This study aimed to explore the relationships among teachers’emotion labor, teachers’ organizational commitment, teachers’ self-efficacy and teachers’ knowledge sharing, and to verify the model fitness among variables in senior high schools. This study adopted questionnaire survey to collect data. The population was teachers of senior high schools in Taiwan. A total of 450 valid data of questionnaire were collected from 20 schools which were selected by stratified random sampling. The instruments of this study were Teachers’ Emotion Labor Questionnaire, Teachers’ Organizational Commitment Questionnaire, Teachers’ Self-efficacy Questionnaire and Teachers’ Knowledge Sharing Questionnaire in senior high schools. The collected data were analyzed by descriptive statistics, t-test, one-way ANOVA, hierarchical regression and structural equation modeling (SEM). After data analysis, the six key conclusions of the study were as follows: 1.The implementation status of the teachers’ emotion labor, teachers’ organizational commitment, teachers’ self-efficacy and teachers’ knowledge sharing in senior high schools were good. 2.There were partial significant differences among teachers’ emotion labor, teachers’ organizational commitment, teachers’ self-efficacy and teachers’ knowledge sharing. 3.There were positive significant effects among teachers’ emotion labor, teachers’ organizational commitment, teachers’ self-efficacy and teachers’ knowledge sharing. 4.The model of the relationship among teachers’ emotion labor, teachers’ organizational commitment, teachers’ self-efficacy and teachers’ knowledge sharinghad good fitness as a whole. 5.Teachers’ knowledge sharing as a mediating role in the relationship among teachers’emotion labor and teachers’ self-efficacy. 6.Teachers’ knowledge sharing as a mediating role in the relationship among teachers’ organizational commitment and teachers’ self-efficacy.