The Influences of Work Value,Teaching Beliefs and Emotional Labor on Teaching Effectiveness:A Study on Elementary School Substitute Teachers

• Main Authors: CHEN,PEI-WEI, 陳珮瑋
• Other Authors: LEE,CHIA-JUNG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/89ensd

碩士 === 明道大學 === 企業高階管理碩士班 === 104 === Taiwan’s population structure is facing a declining birthrate in recent years. For this trend, county and municipal governments hire a large number of substitute teachers in elementary schools. The purpose of this research is to analysis substitute teachers’ work values, beliefs and teaching emotional labor, that whether it will affect the effectiveness of teaching in the situation. The main investigation takes the substitute teachers in elementary school as the research subject and using convenience sampling for the conducting questionnaire survey. The collected data were analyzed by descriptive statistics, reliability analysis, t test, the number of single factor analysis of variance and regression analysis. The number of valid questionnaires is 417. These are good on reliability standards. Based on the results, the following conclusions are proposed. Firstly, the differences of monthly income influenced work values obviously. A substitute teacher, monthly income between 40,000 to 60,000 is aggressive work values. Secondly, teachers of age below 29 have more positive attitudes and ideas. Their teaching methods are quite different from the senior teachers. Thirdly, the teacher who graduated from graduate school has more teaching beliefs. Substitute teachers with lower income are more willing to work harder to get a higher salary. Having more teaching beliefs may cause substitute teachers with master degree or above to have higher emotional labor. Substitute teachers with master degree or above also have higher teaching effectiveness. The regression analysis of the relationship between work value and teaching effectiveness, teaching beliefs and teaching effectiveness, emotional labor and teaching effectiveness is significantly positive, which is consistent with the research hypothesis and the relevant literature results.