COVID-19疫情下線上教學的教師教學正念與情緒勞務之影響研究：以復原力為中介變項

Exploring the Relationship Between Mindful Teaching and Emotional Labor in Online Teaching: The Mediating Effect of Resilience During the COVID-19 Pandemic

本研究欲探討新冠肺炎疫情下，線上教學之國中小教師的教學正念、復原力與情緒勞務之關係，以及復原力的中介效果。疫情盛行時，教師大多採行線上教學，疫情下的教學工作環境充滿挑戰，線上教學之教師能否以自身正念特質覺察自己的行為表現，以自身的復原力減緩受挫壓力，維持良好的專業教學態度，為本研究所欲探知之主要目的。本研究採問卷調查方式，研究對象為在疫情期間從事線上教學的國民中小學教師，共發出927份問卷，回收867份，有效問卷802份，以結構方程模式進行分析。研究結果發現，教學正念與復原力有正向關係，對表層演出有負向關係，且復原力對教學正念與表層演出之間的關係具完全中介效果，表示教師教學正念增強，降低表層演出的需要，教學正念可透過復原力，影響教師表層演出。本研究據實證研究結果—教師教學正念可有效降低表層演出的負面影響，鼓勵教育機構及教師培育中心重視教師教學正念及復原力的培養與發展。本研究結果有助於未來師資培育教育政策設計，並提供具體建議，以提升師資培育品質與教師專業發展。

This study examines the relationships among mindfulness in teaching, resilience, and emotional labor among middle and elementary school teachers engaged in online teaching during the COVID-19 pandemic, with a focus on the mediating effect of resilience. The challenging online teaching environment requires teachers to utilize mindfulness to remain aware of their behavior and resilience to mitigate stress, thereby maintaining a professional attitude. A questionnaire survey was conducted, resulting in 867 responses and 802 valid responses analyzed using structural equation modeling. The findings reveal a positive relationship between mindfulness in teaching and resilience, a negative relationship between mindfulness in teaching and surface acting, and a full mediating effect of resilience on the relationship between mindfulness in teaching and surface acting. This indicates that mindfulness in teaching decreases the need for surface acting by enhancing resilience. These findings highlight the importance of developing teaching mindfulness and resilience to mitigate negative emotional labor effects, offering implications for teacher education programs and policy development aimed at improving teaching quality and professional growth.