本研究主要為探討新冠肺炎疫情下線上教學教師教學正念、復原力與情緒勞務之關係，目的為研究並瞭解國民中小學教師教學正念、復原力與情緒勞務之實際現況，並研究三者之間的關聯性。本研究主要透過文獻分析，採用問卷調查之方法，問卷實施以國民中小學為主要調查對象，共發出927份問卷，經統計其回收率93.6%，有效問卷總共有802份。問卷回收之後進行資料整理，以描述統計、結構方程式模組及拔靴法進行資料研究與分析。
根據研究之分析結果顯示，可歸納獲得以下之結論：一、國民中小學教師對教學正念之現況具高度知覺，以「個體間正念」較高，以「人際間正念」較低；二、國民中小學教師對復原力之現況具中高度知覺；三、國民中小學教師對情緒勞務之現況具中高度知覺，以「深層偽裝」較高，以「淺層偽裝」較低；四、國民中小學「教師教學正念→復原力→情緒勞務」理論模型成立；五、國民中小學教師教學正念透過復原力影響情緒勞務，復原力具有中介效果。
因此，本研究根據其研究之結果提出以下相關建議：一、正念技術導引改變傳統觀念，經營雙向平等的師生關係；二、推動教師社群及工作坊，營造支持關懷的學校文化；三、善用親職教育，引入教育合作夥伴的支援力量；四、擬訂完善輔導機制，導引教師同儕正向發展；五、強化復原力的中介效用，提升教學正念的功用並減少情緒勞務的負擔。

This study was designed to investigate the relationships of primary and secondary school teachers’ teaching mindfulness, resilience and emotional labor. This study aims to investigate the current status and interrelationship of primary and secondary school teachers’ teaching mindfulness, resilience and emotional labor. Through literature analysis, questionnaire survey was used as the primary research method in this study. Questionnaires pertaining to the above three variables were administered to a sample of teachers from selected primary and secondary schools. There were 802 returned questionnaires with valid responses from 927 questionnaires and the return rate of 93.6%. The researcher conducted descriptive statistics, structural equation modeling (SEM) and bootstrapping for data analysis.
Based on the analysis of the results, the following conclusions: 1. Teachers of primary and secondary school have a high degree of awareness of the current status of teachers’ teaching mindfulness, with the higher “interpersonal mindfulness” and the lower “intrapersonal mindfulness”. 2. Teachers of primary and secondary school have a high- mediate degree of awareness of the current situation of resilience. 3. Teachers of primary and secondary school have a high-mediate degree of awareness of the current situation of emotional labor, with the higher “deep acting” and the lower “surface acting”. 4. The theoretical model of “Teachers’ teaching mindfulness→ Resilience→ Emotional labor” was established. 5. The teaching mindfulness influences emotional labor through resilience of primary and secondary school teachers, and the resilience has an intermediary effect.
Then, the suggestions given by this study according to the research results are listed as below: 1. Leading mindfulness techniques in school field to improve traditional ideas and to manage two-way equally teacher- student relationship. 2. Promoting teachers’ communities and workshops to create a supportive and caring school culture. 3. Making good use of parenting education to import and to strengthen the support of educational partners. 4. Planning a comprehensive teacher guidance mechanism to drive the development of teacher-peers positively. 5. Strengthening the mediating effect of resilience to enhance the positive function of teaching mindfulness and to reduce the negative loaging of emotional labor.

目次
目次----------------------------------------------------v
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-------------------------------------8
第三節 名詞釋義-------------------------------------------9
第四節 研究方法與步驟-------------------------------------11
第五節 研究範圍與限制-------------------------------------13
第二章 文獻探討------------------------------------------15
第一節 教學正念之意涵與相關研究----------------------------15
第二節 復原力之意涵與相關研究------------------------------22
第三節 情緒勞務之意涵與相關研究----------------------------35
第四節 教師教學正念、復原力與情緒勞務之關聯性----------------44
第三章 研究設計與實施--------------------------------------57
第一節 研究架構--------------------------------------------57
第二節 研究對象--------------------------------------------60
第三節 研究工具--------------------------------------------64
第四節 實施程序--------------------------------------------67
第五節 資料處理--------------------------------------------68
第四章 研究結果分析與討論-----------------------------------71
第一節 教學正念、復原力與情緒勞務之現況分析與討論-------------71
第二節 不同背景變項下之國民中小學教師知覺教學正念、復原力與情緒勞務之差異分析與討論-----------------------------------------------------79
第三節 教師教學正念、復原力與情緒勞務之影響關係與討論----------87
第五章 結論與建議------------------------------------------101
第一節 結論------------------------------------------------101
第二節 建議------------------------------------------------103
參考文獻---------------------------------------------------107
壹、中文部分------------------------------------------------107
貳、外文部分------------------------------------------------111
參、網路資源------------------------------------------------125
附錄-------------------------------------------------------129
附錄一 調查問卷---------------------------------------------129

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