| 摘要: | 本研究的目的是研究國小教師情緒勞務、社會支持和工作滿意度之間的關係，使用問卷調查法進行分析。共回收有效問卷345份，透過描述性統計、獨立樣本t考驗、單因子變異數分析、積差相關分析和多元迴歸分析等統計方法來分析資料。以下是研究結果的說明：
一、 本研究樣本的情緒勞務之表層演出、深層演出、真情表露、情緒勞務規範、情緒勞務多樣性有 中上程度的表現；具有中上程度情緒性支持、訊息性支持和工具性支持之社會支持；且擁有中上程度的工作滿意度。
二、不同背景變項(性別、年齡、教育程度、婚姻狀況、服務年資、擔任職務)在本研究樣本的國小教師之情緒勞務各構面、社會支持各構面與工作滿意度都未呈現顯著差異。
三、國小教師情緒勞務之真情流露與社會支持之情緒性支持和訊息性支持與工作滿意度有顯著關聯。
The purpose of this study was to examine the relationship between emotional labor, social support, and job satisfaction among elementary school teachers using a questionnaire survey for analysis. A total of 345 valid questionnaires were collected, and data were analyzed by using descriptive statistics, independent samples t-test, one-way ANOVA, Pearson correlation analysis, and multiple regression analysis. The results are as follows:
1.Current Status of Emotional Labor, Social Support, and Job Satisfaction among Elementary School Teachers:
The participants in the study demonstrated moderate to above-average levels of emotional labor, emotional support, informational support, and instrumental support. Additionally, they reported moderate to above-average levels of job satisfaction.
2. None of significant differences were observed in the dimensions of emotional labor, social support, and job satisfaction among different background variables such as gender, age, education level, marital status, years of service, and job position.
3.The aspects of genuine emotional expression, emotional support, and informational support, which showed significant associations with job satisfaction. |
