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作者(中文):施逸祥
作者(外文):Shih, Yi-Hsiang
論文名稱(中文):不同線上教學模式之國小教師工作熱情對其情緒耗竭影響之研究:教師淺層偽裝為中介變項
論文名稱(外文):The Influence of Work Passion on Emotional Exhaustion of Elementary School Teachers across Different Online Teaching Modes: Examine the Mediation Role of Surface Acting
指導教授(中文):謝傳崇
指導教授(外文):Hsieh, Chuan-Chung
口試委員(中文):朱子君
吳勁甫
口試委員(外文):Chu, Zi-Chun
Wu, Jin-Fu
學位類別:碩士
校院名稱:國立清華大學
系所名稱:教育與學習科技學系
學號:109091602
出版年(民國):111
畢業學年度:110
語文別:中文
論文頁數:80
中文關鍵詞:線上教學模式工作熱情淺層偽裝情緒耗竭
外文關鍵詞:online teachingwork passionsurface actingemotional exhaustion
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教師線上教學模式的使用、工作熱情、淺層偽裝是影響教師情緒耗竭高低的重要因素。本研究旨在暸解不同線上教學模式之國民小學教師工作熱情、淺層偽裝與情緒耗竭的現況與關係。研究對象為臺灣地區國民小學教師,共發出638份問卷,回收率74.8%,其中有效樣本共406份。問卷回收後分別以敘述統計以及結構方程模式等統計方式進行分析。

根據研究結果與分析歸納之研究結論如下:教師對於教師工作熱情現況呈現高度知覺;教師對於教師淺層偽裝現況呈現中高度知覺;教師對於教師情緒耗竭呈現中低度知覺;國民小學教師工作熱情、淺層偽裝對情緒耗竭具有互相影響的關係,教師淺層偽裝是教師工作熱情與教師情緒耗竭的中介因素。

再者,教師使用不同線上教學模式對於工作熱情、淺層偽裝以及情緒耗竭的覺知程度有所不同:工作熱情知覺程度中,使用同步視訊、線上學習系統的教師會大於使用非同步錄影影片的教師;淺層偽裝知覺程度中,使用非同步錄影影片的教師會大於使用同步視訊的教師;情緒耗竭知覺程度中,教師不會因為不同線上教學模式的使用而有所差異。最後,在不同線上教學模式之結構模式的結果數據中,發現使用非同步錄影影片的教師,呈現出最有效降低情緒耗竭的結果。

本研究根據以上結論,建議教育單位應強化教師的知能覺察及線上教學技能的養成,且激起教師們的工作熱情,在瞭解自身狀況及活用各種線上教學模式同時,善用淺層偽裝的策略,能夠達到更有品質的教學,同時減輕教師的壓力負擔,進而使教師能夠在遠距教學中有效教學,並且保持身心健康狀況。
Online teaching mode, work passion, and surface acting are important factors that affect teachers' emotional exhaustion. This study aims to understand the current situation and relationship of work passion, surface acting and emotional exhaustion among elementary school teachers in different online teaching modes. The subjects of the study were teachers of national elementary schools in Taiwan. A total of 638 questionnaires were issued, with a recovery rate of 74.8%, and a total of 406 valid samples. After the questionnaires were collected, statistical methods such as descriptive statistics and structural equation models were used for analysis.

According to the research results and analysis, the research conclusions are as follows: teachers have a high perception of teachers' work passion; teachers have a medium-high perception of teachers' surface acting status; teachers have a medium-low perception of teachers' emotional exhaustion; national elementary school teachers' work passion, Surface acting has a mutual influence on emotional exhaustion, and teachers' surface acting is a mediating factor between teachers' work passion and teachers' emotional exhaustion.

Furthermore, teachers using different online teaching modes have different degrees of work enthusiasm, surface acting and emotional exhaustion: in the degree of work passion perception, teachers who use synchronous video and online learning systems are greater than those who use asynchronous video recordings; In the level of surface acting perception, teachers who use asynchronous video recordings are greater than those who use synchronous video; in the perception level of emotional exhaustion, teachers do not differ due to the use of different online teaching modes. Finally, in the result data of the structural models of different online teaching modes, it is found that teachers who use asynchronous video recordings show the most effective results in reducing emotional exhaustion.

Based on the above conclusions, this study suggests that educational institutions should strengthen teachers' awareness and develop online teaching skills, and arouse teachers' passion for work. While understanding their own conditions and making full use of various online teaching modes, they should make good use of surface acting strategies. It can achieve higher quality teaching, while reducing the pressure on teachers, so that teachers can effectively teach in distance teaching, and maintain physical and mental health.
摘要 i
目錄 iv
表次 vi
圖次 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 7
第三節 名詞釋義 8
第四節 研究範圍與限制 9
第二章 文獻探討 11
第一節 線上教學模式之相關研究 11
第二節 工作熱情之相關研究 15
第三節 情緒耗竭之相關研究 18
第四節 淺層偽裝之相關研究 20
第五節 線上教學模式、工作熱情、淺層偽裝與情緒耗竭之關聯性 23
第三章 研究設計與實施 29
第一節 研究架構、方法與流程 29
第二節 研究對象 32
第三節 研究工具 34
第四節 資料分析方法 35
第五節 研究信效度 37
第四章 研究結果與討論 39
第一節 教師工作熱情、情緒耗竭與淺層偽裝之現況分析與討論 39
第二節 教師工作熱情、情緒耗竭與淺層偽裝之相關情形之討論 46
第三節 使用不同線上教學模式之教師工作熱情、情緒耗竭與淺層偽裝之 結構模式 48
第五章 結論與建議 59
第一節 結論 59
第二節 建議 61
參考文獻 64
壹、中文部分 64
貳、西文部分 67
附錄 79
附錄1 問卷內容 79
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