The Relationship between Elementary School Teachers’ Emotional Labor and Job Burnout with Job Involvement and Social Support as Moderators

• Main Author: 邱欣怡
• Other Authors: 高淑芳
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/va75wz

碩士 === 國立新竹教育大學 === 人資處輔導教學碩士班 === 96 === The study are aimed to investigate the current situations of emotion labor and the job burnout for elementary school teachers, and to examine if the degrees of job burnout would decrease via the mediators of job involvements and social supports under the same degrees of emotion labors. The Questionnaires of emotion labor, job burnout, job involvements, and social supports scales were revised and used in this study. A total 805 elementary school teachers were sampled in Tauyoan County, and 604 valid data were obtained in which the valid rate was 75.03%. The results of this study are disclosed as follows: 1.Most of the elementary school teachers agreed that their jobs involve higher emotion labor, but they do not think they are involving a high degree of job burnout. 2.Most of the elementary school teachers think they are high job involved and aware of the social supports which need to be enhanced more. 3.The emotion labor and job involvements of elementary school teachers are not influenced by sex and the size of schools but by the seniority and the job position. 4.The feeling of job involvements of those elementary school teachers has no difference in sex and the size of school but in the seniority and job position. 5.The awareness of social supports of the elementary school teachers has no difference in the sex, the seniority and the size of school but in the job position. 6.The job involvements and the social supports have a significant adjustment on emotion labor and job burnout.