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http://ir.ncue.edu.tw/ir/handle/987654321/6697
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| 題名: | 國中教師情緒智力、自我效能與集體效能之研究 |
| 作者: | 紀慧穎 |
| 貢獻者: | 黃德祥
紀慧穎 |
| 關鍵詞: | 情緒智力;教師自我效能;教師集體效能
Emotional intelligence;Teacher self-efficacy;Collective efficacy |
| 日期: | 2008
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究旨在了解台中縣國民中學教師情緒智力、自我效能與集體效能之關係與組別差異。本研究首先探討不同背景變項的國中教師在情緒智力、自我效能與集體效能上的差異情形；其次，分析國中教師情緒智力、自我效能、集體效能之關係；最後，探討國中教師情緒智力對教師自我效能、集體效能的預測力。
本研究以台中縣公立國民中學及完全中學國中部教師196位為研究對象，經施以「教師情緒智力量表」、「教師自我效能量表」、「教師集體效能量表」後，所得資料分別以平均數、標準差、t考驗、變異數分析、皮爾森積差相關、逐步多元迴歸等統計方法，進行資料處理分析。本研究獲致以下的研究結果：
一、台中縣國中教師整體情緒智力現況是屬於中上良好程度；整體自我效
能現況屬於中間程度；整體集體效能現況屬於中間程度。
二、男女教師在情緒智力上有顯著差異；不同年齡、學歷、本校服務年資、
職務、學校班級數、學校所在地之教師在情緒智力上並無顯著差異。
三、不同本校服務年資、職務之教師在自我效能上有顯著差異；不同性別、
不同年齡、不同學歷、不同學校班級數、不同學校所在地之教師在自
我效能上並無顯著差異。
四、不同性別、年齡、學歷、本校服務年資、職務、學校班級數、學校所
在地之教師在集體效能上並無顯著差異。
五、教師情緒智力與自我效能呈正相關；教師自我效能與集體效能呈正相
關；教師情緒智力與集體效能呈正相關。
六、教師情緒智力對自我效能有預測力，其中以「自我激勵」最具預測力；
教師情緒智力對集體效能有預測力，其中以「自我激勵」最具預測力。
本研究最後根據研究發現，提出具體建議，以供學校領導者、學校行政人員、教師個人及未來研究者之參考。
The main purpose of this study was to understand the relationships and group differences among teacher’s emotional intelligence, self-efficacy and collective efficacy in junior high schools in Taichung County. First, this study explored the differences of the junior high school teachers from different backgrounds in emotional intelligence, teacher self-efficacy and collective teacher efficacy. Second, the study analyzed the relationships among teacher’s emotional intelligence, self-efficacy and collective efficacy. At last, the study explored the prediction of teacher’s emotional intelligence to teacher self-efficacy and collective efficacy.
In this study, there were 196 teachers selected from public junior and senior high schools in Taichung County. After taking the investigation of Teacher’s Emotional Intelligence Scale, Teacher Self-Efficacy Scale and Collective Teacher Efficacy Scale, the researcher used the way of mean, standard deviation, t-test, ANOVA, Pearson correlation analysis and multiple stepwise regression analysis to analyze datas. The major results were summarized as follows：
1. Teacher’s emotional intelligence is higher than middle level；teacher self-efficacy and collective teacher efficacy are at middle level.
2. Significant differences are found on the part of teacher’s emotional intelligence in consideration of teacher’s different gender. While no significant differences are found on the part of teacher’s emotional intelligence in consideration of teacher’s different age，degree，service year，position，school size，school location.
3. Significant differences are found on the part of teacher self-efficacy in consideration of teacher’s different service year、position. While no significant differences are found on the part of teacher self-efficacy in consideration of teacher’s different gender，age，degree，school size，school location.
4. No significant differences are found on the part of collective teacher efficacy in consideration of teacher’s different gender，age，degree，service year，position，school size，school location.
5. Positive relationships exist between teacher’s emotional intelligence and self-efficacy, between teacher self-efficacy and collective efficacy and between teacher’s emotional intelligence and collective efficacy.
6. Teacher’s emotional intelligence has significant prediction to teacher self-efficacy. While “Self-motivation” has stronger prediction. Teacher’s emotional intelligence also has significant prediction to collective teacher efficacy. While “Self-motivation” has stronger prediction.
Finally, some suggestions to school leaders，school administrators，school teachers and further researchers were proposed according to the results. |
| 顯示於類別: | [教育研究所] 博碩士論文
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