| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 103 === Abstract
This study aimed to investigate the emotional labor, the organizational climate of schools and the willingness to take administrative tasks of teachers in Kaohsiung Elementary Schools. Questionnaire survey was adopted. The questionnaire is titled as “Questionnaire of Kaohsiung Elementary School Teachers’ Emotional Labor, the Organizational Climate of Schools, and the Willingness to Take Administrative Tasks”. The subjects of the study were official teachers in Kaohsiung Elementary Schools. Stratified random sampling was utilized according to school sizes. The subjects were 620 teachers from 35 schools. There were 511 valid questionnaires. Descriptive statistics, t test, one way ANOVA, Pearson's product-moment correlation coefficient, stepwise multiple regression were adopted for data analysis.
Based on the results of the data analysis, the findings are as follows.
1. The score of Kaohsiung elementary school teachers’ awareness of the emotional labor is at upper-medium level. Regulations of emotional displays scored the most.
2. The score of Kaohsiung elementary school teachers’ awareness on the organizational climate of schools scores at upper-medium level. Supportive principal behaviors scored the most.
3. The score of Kaohsiung elementary school teachers’ awareness on the willingness to take administrative tasks is at medium level. Self worth scored the most.
4. Teachers in the remote districts scored higher in their awareness of the emotional labor.
5. Teachers’ age under 30, with teaching experiences less than 10 years, with director positions, in schools less than 12 classes, and in the remote districts scored higher in their awareness on the organizational climate of schools.
6. Male teachers, with director positions, in schools less than 12 classes, and in remote districts scored higher in their own awareness of the willingness to take administrative tasks.
7. The higher emotional labor scores, the better the organizational climate of schools performs.
8. The higher the emotional labor scores, the higher the willingness to take administrative tasks is, especially in deep acting dimension.
9. The higher the awareness on school organizational climate, the higher the willingness to take administrative tasks performs.
10. Emotional labor and organizational climate of schools have a significant prediction on the willingness to take administrative tasks. Teachers’ job involvement dimension is the main predictor.
11. Teachers with high scores in emotional labor and teachers with high scores in the organizational climate of schools perform better in the willingness to take administrative tasks.
According to the above conclusions, suggestions are presented to the educational authorities, elementary school administrators, and future researchers.
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