The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County
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...
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ndltd-TW-100CYCU53310412015-10-13T21:32:35Z http://ndltd.ncl.edu.tw/handle/85469629110503102282 The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County 桃園縣國中教師情緒智力、自我效能與工作壓力關係之研究 Mei-Jiun Hsieh 謝梅君 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. Shu-Hui Chang 張淑慧 2012 學位論文 ; thesis 186 zh-TW |
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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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author2 |
Shu-Hui Chang |
author_facet |
Shu-Hui Chang Mei-Jiun Hsieh 謝梅君 |
author |
Mei-Jiun Hsieh 謝梅君 |
spellingShingle |
Mei-Jiun Hsieh 謝梅君 The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County |
author_sort |
Mei-Jiun Hsieh |
title |
The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County |
title_short |
The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County |
title_full |
The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County |
title_fullStr |
The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County |
title_full_unstemmed |
The Relationships among Emotional Intelligence, Self-Efficacy, and Work Stress of Junior High School Teachers in Taoyuan County |
title_sort |
relationships among emotional intelligence, self-efficacy, and work stress of junior high school teachers in taoyuan county |
publishDate |
2012 |
url |
http://ndltd.ncl.edu.tw/handle/85469629110503102282 |
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