| Summary: | 碩士 === 中原大學 === 教育研究所 === 100 === The purpose of this study was to understand the current state of emotional intelligence, teacher self-efficacy, and teacher work stress of junior high school teachers in Taoyuan county, and to explore the relationships among those variables. The research method was questionnaire survey. The questionnaires were administered to 600 teachers randomly sampled from 59 junior high schools in Taoyuan county. The valid return rate was 81.33%. The statistical analyses were done by descriptive statistics, t test, one-way ANOVA, Pearson correlation, and structural equation modeling. The results were listed as follows.
1. The teachers’ emotional intelligence was at a high intermediate level. The significant differences of emotional intelligence were found among teachers with varying background variables such as sex, age, and duty.
2. The teachers’ self-efficacy was at a high intermediate level. The significant differences of teacher self-efficacy were found among teachers with varying background variables such as sex and duty.
3. The teachers’ work stress was at a low intermediate level. The significant differences of teacher work stress were found among teachers with varying background variables such as sex, age, seniority, duty, education, school location, and school scale.
4. There was significant positive correlation between teachers’ emotional intelligence and self-efficacy.
5. There was significant negative correlation between teachers’ emotional intelligence and work stress.
6. There was significant negative correlation between teachers’ self-efficacy and work stress.
7. Emotional intelligence was the cause of self-efficacy, and self-efficacy was the cause of work stress. Self-efficacy was the intervening variable between emotional intelligence and work stress.
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