| Summary: | 碩士 === 台南應用科技大學 === 生活服務產業系生活應用科學碩士班 === 106 === The purpose of this study was to explore the relationship between emotion management, work stress, and classroom management effectiveness of teachers in junior high schools of Changhua County.The population was the current homeroom teachers of the public junior high schools of Changhua County.Researcher used cluster analysis to divide schools into large, medium, and small scales and stratified random sampling to collect 4 large-scale school, 5 medium-scale schools, and 5 small-scale schools, for a total of 14 schools. A questionnaire survey was conducted on qualified subjects in these schools. A total of 515 questionnaires were distributed and 366 valid questionnaires were returned. The number of valid samples was 366.The questionnaire included four parts: basic data, emotion management, work stress, and classroom management effectiveness.
The results were as follows: (1) The emotion management ability of the teachers of the public junior high schools of Changhua County. The teachers’ work stress was relatively low, and the overall performance of the teachers’ classroom management effectiveness was good. (2) There was no difference in the overall performance of emotion management, work stress and classroom management effectiveness among subjects with different background variables; Different genders had significant differences in the variables of emotion expression, self-emotion adjustment, and stress on teaching and counseling; Different ages had significant differences in emotion awareness of othersand teaching activities;The homeroom teachers with different years of experience achieved significant differences in emotion awareness of others, stress on teaching and counseling, stress on workload, and workload of homeroom teacher; The teachers with different degrees achieved significant differences in self-emotion control and self-emotion awareness;Teachers in schools of different sizes achieved significant differences in stress on teaching and counselling,teaching activities, and parent-teacher relations; Different positions had significant differences in stress on homeroom teaching and workload of homeroom teacher, and parent-teacher relations (3) There was a significant negative correlation between emotion management and work stress. There was a significant positive correlation between emotion management and classroom management effectiveness. There was a significant negative correlation between work stress and classroom management effectiveness.
Additionally, this study used PLS (partial least squares) method for analysis and found the followings: (1) Emotion management has a significant negative effect on work stress. (2) Emotion management has a significant positive effect on classroom management effectiveness. (3) Work stress has a significant positive effect on classroom management effectiveness. (4) This study used work stress as an intermediary variable to explore the relationship between emotion management, work stress, and classroom management effectiveness. As the result, the VAF was less than 20%, indicating that it has no mediating effect. The results also showed that the teacher''s emotion management ability was extremely important, it will affect the teacher''s work stress and the classroom management effectiveness.
Based on the results, this study provided some recommendations for educational application and future academic research.
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