高中代理教師情緒勞務之探究：以一所公立學校為例

Emotional Labor of Substitute Teachers in a SeniorHigh School - A Case Study

本研究旨在探究高中代理教師情緒勞務與情緒勞務調節，盼能使學校組織重視代理教師之情緒。本研究採取質性訪談方式，研究六位年資介於一至三年之間的公立高中代理教師。研究結果發現：「學校行政與工作環境」方面，處於友善校園仍肩負救火隊角色、情緒負擔源自特殊身份；「情緒特殊經驗與調整」方面，和顏悅色與忍氣吞聲為主要策略；「情緒多樣性與互動程度」之正負向情緒主要受學生影響、同事次之；「表層情緒控制與深層情緒偽裝」方面，表層策略為逢迎順從與展現親和力，深層原則為以和為貴與避免失控；「情緒和諧、失調、偏離」方面，以相關重要他人觀感為首要考量。根據上述發現，描繪高中代理教師情緒勞務樣貌，並提出後續研究建議。

 

The present study explores what substitute teachers’ emotional labor is like in senior high school and how they handle their emotions. With a qualitative approach, the present study conducted in-depth interviews with six substitute teachers in a public senior high school whose teaching experience ranged from one to three years. Results showed that in terms of school administration and working environment, the substitute teachers were situated in a friendly campus, but still faced with the burden of being a temporary worker, emotional labor coming from their peculiar identity. With respect to specific emotional experience and adjustment, smiling and suppressing were the primary strategies. Regarding emotional variety and interactional degree, positive and negative emotions were mainly determined by students, and sometimes by colleagues. Concerning surface acting and deep acting, the former’s strategy was obedience and affinity, while the latter’s was harmony. As for emotional harmony, dissonance, and deviance, the decisive factor would be significant others’ perception. Based on the above-mentioned findings, substitute teachers’ emotions are depicted, and implications of further study are presented.