幼兒教師情緒智力與實施情緒教育之研究

A Study of the Relationship Between Preschool Teachers’ Emotional Intelligence and Implementing Emotional Education

本研究目的旨在探討幼兒教師情緒智力與實施情緒教育之現況與相關情形。研究對象為新北市公立幼兒園教師，採問卷調查，計發出450份問卷，回收396份，有效回收率88%。研究工具為「教師情緒智力量表」與「實施情緒教育問卷」。研究發現：受試幼兒教師具中上程度情緒智力，以「認識自身情緒」得分最高，「自我激勵」得分較低；實施情緒教育情形大致良好，以「實施態度」得分最高，「課程設計與實施」得分最低。幼兒教師最主要在「有情緒事件發生時」實施情緒教育。實施困境以「情緒教育相關資源不足」、「家長不重視情緒教育」與「缺乏相關進修課程與研習」此三項較高。具「情緒教育學習經驗」之幼兒教師在情緒智力與實施情緒教育上顯著優於未具「情緒教育學習經驗」者。幼兒教師情緒智力與實施情緒教育具中度正相關，且幼兒教師情緒智力對實施情緒教育具低度顯著預測力。

 

This research aimed to explore the situation and relationship between preschool teachers’ emotional intelligence and emotional education implementation. A questionnaire survey of ‘Teacher Emotional Intelligence Scale’ and ‘Implement Emotional Education Questionnaire’ was used in this study, and the study object consisted of public preschool teachers in New Taipei City and 396 valid questionnaires were retrieved. The main conclusions are as follows: The emotional intelligence of the preschool teachers is in high-intermediate degree. Among them, the aspect of ‘Realization of Self-Emotion’ get the highest score, and ‘Self-Motivated’ is relatively poor. The status of emotional education implementation is roughly good. Among which, the aspect of ‘Implementation Attitude’ scored the highest, and ‘Course Design and Implementation’ is the worst. In the type of implementation, the preschool teachers mostly implement emotion education when an emotional event occurred. The top three implement difficulties are ‘insufficiency of emotional education resource’, ‘carelessness of emotional education in parents’, and ’lack of refresher courses and workshop about emotional education’. Preschool teachers with emotional education experiences are significantly better in emotional intelligence and emotional implementation than others who do not possess related experience. The emotional intelligence of preschool teachers have a significant correlation with emotional education implementation, and emotional intelligence have significant explanatory predictive power for emotional education implementation.