| Summary: | 碩士 === 國立屏東教育大學 === 社會科教育學系碩士班 === 98 === The purpose of this study is to investigate the current condition and the relevance of elementary school teachers’ emotional intelligence and disciplinary behaviors and how different they are with environment and background variables. In order to reach the study purpose, this study chose survey method which used “The Questionnaire of Elementary School Teachers’ Emotional Intelligence and Their Disciplinary Behaviors” developed by the researcher as a survey tool. The study objects are the elementary school teachers in Pingtung County. The effective samples are 518 in total. According to the result of the questionnaire, the analysis of datas are operated by descriptive statistics, dependent sample variance of analysis, t-test, one-way variance of analysis, Pearson’s product-moment correlation method, and the regression analysis in multiple steps.
According to result of the data analysis, the conclusion are as follows :
1.The elementary school teachers in Pingtung County own good emotional intelligence, which performed the best in encouraging oneself.
2.The elementary school teachers in Pingtung County own good disciplinary attitude and reasonable disciplinary range.
3.In Pingtung County, the elementary school teachers who have more teaching experiences own a better relationship than the teachers who have less teaching experiences.
4.In Pingtung County, the teachers graduating from graduate school (including finishing 40 credits) or the teachers who serve as directors own higher emotional intelligence.
5.In Pingtung County, the disciplinary attitude that the teachers at the age of 41 to 50 own is more reasonable and correct than the disciplinary attitude that the teachers below 40 own.
6.In Pingtung County, the teachers graduating from graduate school (including finishing 40 credits) or the teachers who serve as directors discipline students more constructive.
7.In Pingtung County, the whole disciplinary behavior that the teachers having 11-20 years’ teaching experiences use is more superior than that the teachers having 6-10 years’ teaching experiences use, and the disciplinary procedure is more correct.
8.In Pingtung County, the elementary school teachers’ emotional intelligence is higher, the disciplinary behavior is more constructive.
9. In Pingtung County, the elementary school teachers’ relationship of emotional intelligence, understanding one’s own emotion, and emotional management are the important factors of influencing the disciplinary behavior. Among all the factors, understanding one’s own emotion and emotional management have the biggest influence.
Finally, according to the related results of conclusions, this study is to be references for educational administrative organization, elementary school teachers and future researchers.
Keywords：Elementary school teachers﹐emotional intelligence, disciplinary behaviors
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