| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 107 === This research is aimed to understand the impacts of various teaching engagement, teaching commitment and self-compassion on teachers’ emotion among junior high school teachers; moreover, to examine the moderating effects of self-compassion on teaching commitment and teachers’ emotion. Total 415 teachers(111 males and 304 females)participated in this study from public junior high school in the northern, central, southern parts of Taiwan. All participants completed the self-made Teaching Engagement Scale, self-made Teaching Commitment Scale, revised Self-Compassion Scale, and self-made Teacher Emotion Scale. All data were analyzed using descriptive statistics, ANOVA, Pearson correlation analysis, multiple and regression analysis.
The main findings of the study are as follows:
1. The positive emotion level of part-time administrative teachers was perceived higher than the full-time teacher, with no significant difference between gender and years of experience. However, the negative emotion level of female teachers was perceived higher than male teachers, with no significant difference between experience and position.
2.The male, part-time administrative teachers had higher perception of approach commitment and the advisor had higher perception of avoidance commitment. Furthermore, there was no significant difference between years of experience and teaching commitment, approach commitment or avoidance commitment.
3. Teachers with distinct years of experience employed significantly different levels of teaching engagement, behavior engagement and cognitive engagement, while there was no significant difference between gender and position.
4. There was no significant difference between the teachers with different gender, various years of experience or positions and self-compassion, self-kindness or self-forgiveness.
5. Overall, all of the teaching engagement, behavior engagement and cognitive engagement were positively correlated with the approach commitment, positive/negative emotion, self-compassion, self-kindness and self-forgiveness, whereas there was no significant difference between those engagements and avoidance commitment.
6. Approach commitment was positively correlated with the positive emotion, self-compassion and self-kindness. There was a positive correlation between the avoidance commitment and negative emotion. However, avoidance commitment was negatively associated with self-compassion and self-forgiveness.
7. The prediction impact of teaching engagement on approach commitment, positive and negative emotion was significantly positive, whereas the impact on avoidance commitment was unpredictable.
8. The prediction impact of approach commitment on positive emotion was significantly positive, while the prediction impact of avoidance commitment on negative emotion was marginally positive.
9. There were significant moderating effects for self-compassion and self-kindness on approach commitment and positive emotion. Greater degree of self-compassion and self-kindness increase the levels of approach commitment and positive emotion.
In conclusion, this study provides applicable suggestions, which may improve the school, administration, counselors, teachers and further researchers.
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