| Summary: | 碩士 === 銘傳大學 === 國際企業學系碩士在職專班 === 99 === Elementary school education is a significant part of a person’s early life and thus greatly influences one’s character development. However, many studies have found that elementary school teachers face considerable job stress and suffer from burnout. Burnout can have negative effects at the individual and organization level, such as absenteeism, lower work quality, increased turnover ratio, stress, anxiety, substance abuse, insomnia, and poor mental and physical health of the workers. Good emotional intelligence enables one to make the best decisions, and it leads to more satisfaction and success in people’s lives. A person who is healthy and content in his or her life and work has a better quality of life. However, few researchers have examined the relationship between job burnout, emotional intelligence, and quality of life among elementary school teachers.
This research investigates the present situations of elementary school teachers in terms of their emotional intelligence, burnout, and quality of life. Then, the differences in terms of burnout and leisure coping among elementary school teachers are analyzed based on their different backgrounds. Finally, the relationship among emotional intelligence, burnout, and quality of life is investigated. The participants in this study are teachers in Taipei, Taiwan. The research method used was the questionnaire survey method. All data was statistically analyzed with t-test, ANOVA, Pearson’s Product-Moment Correlation, and hierarchical regression analysis. The conclusions are as follows:
1. The emotional intelligence of elementary school teachers was high-to-medium, and among all the facets, the burnout of self-emotion appraisal was the greatest. The overall burnout feeling of elementary school teachers was medium-to-low, and among
all the facets, the burnout of individual achievement was the greatest. The overall quality of life was above average, and among all facets, psychology was the greatest.
2. The conspicuous differences of population statistics variables on emotional intelligence toward elementary school teachers are sex distinction, age, marital status, educational level, incumbent duties, teaching seniority, and scale of school. The conspicuous differences of burnout variables are sex distinction, age, marital status, educational level, incumbent duties, and teaching seniority. The conspicuous differences of quality of life variables are sex distinction, age, marital status, incumbent duties, and teaching seniority.
3. Emotional intelligence is negatively correlated with emotional exhaustion and
depersonalization, and it is positive correlated with personal accomplishment perspective in burnout. Emotional intelligence is related to quality of life variables. Emotional exhaustion and depersonalization have a negative relationship with quality of life variables. Personal accomplishment has a positive relationship with quality of life variables.
4. The results show that elementary school teachers’ levels of emotional intelligence and burnout can explain their quality of life.
5. The burnout of elementary school teachers is a significant mediator between emotional intelligence and quality of life.
Based on the findings of this research, such as school or educational institutions should offer relevant courses in order to reduce emotional intelligent burnout and improve the quality of life for the teachers. With in respect to elementary school teachers living under the good quality of life, it will make them to have better mental and physical health. Thus the teachers can provide students with better teaching quality.
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