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|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|
Positive psychology;Hope;Optimism;Emotional intelligence;Career expectation
|Issue Date: ||2010-12-03
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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