| Summary: | 碩士 === 高苑科技大學 === 經營管理研究所 === 102 === Recently, issues on mental health in the workplace cause great attention. Capitalism and higher education atmosphere prevail. Therefore, elementary school teachers, mostly female, have to face more pressure than ever in such a multi-culture society. How can they adjust themselves to the demanding parents and the expectation from the school and the society? Most past studies are focused on cause and effect; rarely would a qualitative interview be included. Moreover, there is almost no decision-making type of researcher that examines the association between the mental health of teachers and the dimensions of social support, emotional intelligence, and job performance. The aim of this study is to focus on critical anxiety factors of female elementary school teachers. The investigator used data collection and literature review to construct three dimensions and twelve evaluation indicators affecting the critical anxiety factors of female elementary school teachers. The Delphi method and Analytic Hierarchy Process（AHP） were adopted to determine the critical anxiety factors of female elementary school teachers; weight distribution and importance ranking of the factors were analyzed. The results suggest that emotional intelligence (the foundation of inner support) is the most critical dimension. In social support dimension, emotional support was weighted the highest. In emotional intelligence dimension, managing emotions was weighted the highest. In job performance dimension, task performance was weighted the highest. When comparing the importance of the 12 evaluation indicators, the most important five indicators in descending order are managing emotions, self-motivation, knowing one’s emotion, task performance, and citizenship performance. The first three indicators belong to the emotional intelligence dimension, while the latter two belong to the job performance dimension.
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