高職特教班教師情緒智慧與職業倦怠關係之研究：以結構方程模式分析

The Relationship Between Emotional Intelligence And Job Burnout Of High School Teachers In Self-contained Special Education Classes: Utilizing SEM

本研究旨在探討高職特教班教師情緒智慧與職業倦怠的核心內涵和構面，並了解情緒智慧對職業倦怠之預測效果，以作為減緩教師職業倦怠之參考。本研究採取問卷調查方式，並以台灣地區位公立高職特教班教師為研究對象。研究結果如下：（一）高職特教班教師的情緒智慧共分為情緒覺察、情緒管理與情緒使用共三個構面及個指標。（二）高職特教班教師的職業倦怠共分為情緒耗竭、非人性化與低個人成就共三個構面及個指標。（三）高職特教班教師的情緒智慧對職業倦怠具有負向預測效果，意即當教師所知覺的情緒智慧越高時，則職業倦怠感受會越低。

The main purpose of this study was to explore the second-order construct of emotional intelligence and job burnout, and examine the relationship between emotional intelligence and job burnout of special educators in the self-contained special education classes in senior high school. Using survey questionnaires, subjects were 268 respondents from Taiwan and data was analyzed by structural equation modeling. The results of this study were as follows:First, there were three first-order constructs and ten indicators underlying emotional intelligence. Second, there were three first-order constructs and ten indicators underlying job burnout as well. Third, educators' emotional intelligence can influence job burnout negatively. Educator with higher emotional intelligence perceived lower sense of job burnout. There were also conclusions and suggestions in this article.