高中職教師情緒勞務與學校生活適應之關聯模式探析

The Associated Model of Teachers’ Emotional Labor and School Life Adjustment in General and Vocational High Schools

本研究旨在探討高中職教師情緒勞務與學校生活適應之關聯模式，採用問卷調 查法，特以478 位高屏地區高中職教師為研究對象，並就問卷回收資料進行驗證性 因素分析、積差相關與結構方程模式分析。本研究主要結論有二：一、因素結構：（一） 教師情緒勞務可分為表層演出、深層演出、真情流露、規範、多樣性等五層面，其 中前三項屬於個人焦點，後三項屬於工作焦點，是一個二階二因素的因素結構；（二） 教師學校生活適應可分為個人適應、工作適應、人際適應為等三層面，是一個二階 單因素的因素結構；二、關聯模式：（一）教師情緒勞務與學校生活適應各層面間皆 有顯著的中度正相關；（二）教師的個人焦點情緒勞務與工作焦點情緒勞務可共同正 向推估其學校生活適應情形，且以個人焦點情緒勞務中的「真情流露」預測效果最 大。本研究藉由結論而提出教師學校生活適應及未來研究建議，以供參考。

This study aims to explore the associated model of teachers’ emotional labor and school life adjustment in general and vocational high schools and takes Kaohsiung City and Pingtung County as the examples. The data was collected through questionnaires from 478 general and vocational high school teachers in Kaohsiung and Pingtung， and analyzed using confirmatory factor analysis， product-moment correlation， and structural equation modeling. The main conclusions of this study were as follows: 1. Factor structures: 1) Teachers' emotional labor composed of surface acting， deep acting， genuine， norms， and diversity. The former three belong to individual-focused， and the latter two belong to job-focused factors. The five dimensions formed a second-order factor model. 2) Teachers' school life adjustment composed of intrapersonal， work， and interpersonal adjustment， and formed a second-order factor model. 2. Associated model: 1) There was a medium positive correlation among each dimension of the teachers’ emotional labor and school life adjustment. 2) Teachers' individual-focused and job-focused emotional labor could both positively predict their school life adjustment， and the predictive effect of “genuine” category was the most robust. This study provided some recommendations for teachers’ school life adjustment and future research.