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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6735

Title: 中小學教師希望 ˋ樂觀ˋ情緒智力及職涯期望之研究
Other Titles: The Relationships among Hope, Optimism, Emotional Intelligence and Career Expectation of School Teachers
Authors: 薛秀宜
Contributors: 黃德祥
TE-HSIANG HUANG
薛秀宜
Hsiu-Yi Hsueh
Keywords: 正向心理學;希望;樂觀;情緒智力;職涯期望
Positive psychology;Hope;Optimism;Emotional intelligence;Career expectation
Date: 2008
Issue Date: 2010-12-03
Description: 博士
教育研究所
Abstract: 本研究旨在探究教師希望、樂觀、情緒智力與職涯期望之現況與關係及對職涯期望之預測力。本研究以台灣省公私立中小學教師共1,016位為研究對象,以「希望量表」、「樂觀量表」、「情緒智力量表」,以及「職涯期望量表」為研究工具,經以描述性統計、因素分析、相關分析、二因子變異數分析、多變量變異數分析、多元迴歸進行統計分析,再以「結構方程模式」驗證模式契合度,並檢驗跨樣本穩定性。
本研究之主要發現有:教師之希望、樂觀、情緒智力與職涯期望程度在性別、年齡、年資以及職務層級上存有差異;希望、樂觀與職涯期望因「情緒智力」高低而有差異;樂觀與職涯期望隨「希望」高低而有所差異;職涯期望隨「樂觀」高低而有所差異;情緒智力中覺知信念最能有效解釋希望、樂觀與職涯期望;希望以及樂觀也能有效解釋職涯期望;希望、樂觀與情緒智力分別對職涯期望有正向結構模式關係,並能對其產生影響。
本研究根據研究發現對教育行政機關提出若干建議,以提供教育實務及後續研究之參考。
This study aims to explore the relationship of multiple variables among hope, optimism, emotional intelligence and career expectation of teachers. Futher, this study explores whether variables can predict teachers’ career expectation or not. Participants, totally 1,016 teachers, were chosen out for this survey. Four scales were utilized to collect data. Statistical methods used in the study including descriptive statistics, factor analysis, correlation analysis, ANOVA, MANOVA and regression analysis. Moreover Structural Equation Modeling [SEM] was used to validate the model fit of hypothesized model and test the consistency of hypothesized model.
The main findings of this study were shown as follows: Teachers in different gender, age, seniority and appoint have differences in hope, optimism, emotional intelligence and teachers’ career expectation. There were significant differences among hope, optimism and teachers’ career expectation based on different degree of emotional intelligence, significant differences optimism and teachers’ career expectation based on different degree of hope, significant differences teachers’ career expectation based on different degree of optimism. Awareness belief of emotional intelligence can the greatest effectively explain hope, optimism and teachers’ career expectation. Hope and optimism can effectively explain teachers’ career expectation. Hope, optimism and emotional intelligence all have positive structural equation model relationships with teachers’ career expectation and have a greater influence on teachers’ career expectation.
On the basis of above findings, suggestions were made for education practices and researchers as a reference for future research.
Appears in Collections:[教育研究所] 博碩士論文

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