| Summary: | 碩士 === 大葉大學 === 休閒事業管理學系碩士在職專班 === 106 === The aim of this study was to discuss the influence of workplace spirituality, organizational commitment, and emotional exhaustion on the coping strategies of elementary school teacher facing student with ADHD. Simultaneously, analyzed the differences of different demographic variables in all of them mentioned above.
The objects were elementary school teachers who teaching at public elementary school in New Taipei City. The study used stratified sampling based on the population of teachers and types of class. Total 450 questionnaires were distributed. And obtained 419 valid questionnaires were retrieved with an effective response rate of 93%. The statistic software SPSS 22.0 (Chinese version) was applied for data analysis. The statistical methods included descriptive statistic, independent-samples t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis.
The major findings of this study were summarized as follows. The different demographic variables have partial significant differences in workplace spirituality, organizational commitment, emotional exhaustion, and coping strategies. Workplace spirituality and organizational commitment have significant positive correlation. Organizational commitment and coping strategies also have significant positive correlation. Organizational commitment and emotional exhaustion have significant negative correlation. Emotional exhaustion and coping strategies also have significant negative correlation. Workplace spirituality has significant negative effect on emotional exhaustion. But, it has significant positive effect on coping strategies. Workplace spirituality, organizational commitment can effectively predict coping strategies. Meanwhile, the “willingness to work hard” dimension of organizational commitment has the best prediction. Regarding mediator effect, organizational commitment has partial mediation on the relationships between workplace spirituality and coping strategies.
Review related studies, lack the studies of using workplace spirituality, organizational commitment and emotional exhaustion to predict coping strategies of elementary school teacher facing student with ADHD. This study makes up the gaps of previous studies, and hoping the results of this study will provide elementary school teachers and the relevant education government department as references for helping teachers' mentally healthy and teaching quality.
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