COVID-19線上教學教師情緒勞務對自我效能感影響之研究—以教學正念為調節變項

Chuan-Chung Hsieh; Hui-Chieh Li; Yi-Han Chang; Yu-Ran Chen

doi:10.6209/JORIES.202406_69(2).0002

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2025/04/01~2025/06/30

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P43 - 67

社会科学 > 教育学

DOI： 10.6209/JORIES

书目管理工具

相关连结

问题回报

全文下载

COVID-19线上教学教师情绪劳务对自我效能感影响之研究—以教学正念为调节变项

The Influence of Online Teaching Emotional Labor on Teacher Self-Efficacy During COVID-19: The Moderator of Mindfulness

谢传崇(Chuan-Chung Hsieh) ；李慧洁(Hui-Chieh Li) ；张羿涵(Yi-Han Chang) ；陈雨然(Yu-Ran Chen)

教育科学研究期刊； 69 卷 2 期 (2024 / 06 / 01) ， P43 - 67

繁体中文;英文 DOI： 10.6209/JORIES.202406_69(2).0002

COVID-19 ；自我效能感；情绪劳务；教学正念；线上教学； COVID-19 ； teacher self-efficacy ； emotional labor ； teaching mindfulness ； online teaching

0 个人觉得这篇文章赞

摘要 │ 参考文献 (67) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Introduction: Following its outbreak in 2019, the COVID-19 pandemic caused a considerable shift in work patterns across multiple industries. Taiwan continued education through online platforms, maintaining a "no suspension of classes" approach to ensure uninterrupted teaching and student learning. However, this transition imposed challenges on teachers, many of whom faced substantial stress and anxiety due to the demands of online teaching. Accordingly, this study focused on emotional labor, specifically surface acting and deep acting, as antecedent variables. During online teaching, teachers must maintain a strong belief in and enthusiasm for teaching to effectively foster student engagement and learning outcomes. The present study selected teacher self-efficacy as its outcome variable and explored the effects of surface acting and deep acting on teacher self-efficacy in the context of online teaching. The relevant literature suggests that mindfulness in teaching can enhance the effectiveness of teaching strategies and mitigate emotional exhaustion in teachers, thereby warranting its inclusion as a moderating variable in this study. Relevant studies have indicated that surface acting in emotional labor diminishes individual well-being and lowers self-efficacy, whereas deep acting enhances individual well-being and increases self-efficacy. Furthermore, deep acting positively predicts classroom management self-efficacy, whereas surface acting negatively affects such self-efficacy. However, these findings are based on traditional face-to-face teaching methods and lack support from empirical research regarding the relationships among teachers' surface acting, deep acting, and self-efficacy during the online teaching period prompted by the COVID-19 pandemic in Taiwan. Additionally, understanding of the moderating role of teaching mindfulness in the relationships among surface acting, deep acting, and teacher self-efficacy remains limited. Accordingly, this study aimed to determine (1) how teacher surface acting and deep acting influence teacher self-efficacy in the context of online teaching during the COVID-19 pandemic and (2) the moderating role of teaching mindfulness in the relationships among teacher surface acting, deep acting, and self-efficacy. Research Purpose: This study examined how teacher emotional labor affected teacher self-efficacy during the online teaching period prompted by the COVID-19 pandemic in Taiwan and investigated the moderating role of teaching mindfulness in the relationship between teacher emotional labor and self-efficacy. The aim of this study was to clarify the differential effects of surface acting and deep acting on teacher self-efficacy in the context of online teaching. The results of this study are expected to contribute to practical implications for teaching and to suggest timely support and assistance for teachers engaged in online teaching in order to enhance overall teaching effectiveness within school organizations. Data Collection: The present research methodology conducted a questionnaire survey targeting primary school teachers in Taiwan with experience of online teaching during the COVID-19 pandemic period. A total of 644 valid responses were collected. The study utilized an English scale from an internationally published journal. To ensure conceptual validity and to avoid any loss of meaning due to translation, a back-translation process was employed. In addition, adjustments were made to some wordings to suit the context of online teaching during the COVID-19 pandemic, and relevant explanations were added accordingly. This study employed the emotional labor scale developed by Diefendorff et al. (2005) to assess teacher surface acting and deep acting during online teaching in the pandemic period. The measurement tool for surface acting consisted of seven items, whereas the measurement tool for deep acting consisted of four items. The Teacher Self-Efficacy Scale developed by Tschannen-Moran and Hoy (2001) was employed to assess self-efficacy among teachers engaged in online teaching. This scale contains three dimensions- namely "Teaching Strategies" (four items), "Classroom Management" (four items), and "Student Engagement" (four items)- yielding a total of 12 items. The Mindfulness in Teaching Scale developed by Frank et al. (2016) was employed to assess teacher mindfulness. This scale comprises eight items across two dimensions: "Intrapersonal Mindfulness" (six items) and "Interpersonal Mindfulness" (two items). Data Analysis: IBM SPSS Statistics version 20.0 was used to perform quantitative statistical analysis of the survey data. The data analysis methods utilized in this study included descriptive statistics, Pearson correlation, and multiple regression analysis. Multiple regression analysis was employed to examine how surface acting and deep acting influenced teacher self-efficacy and to investigate the moderating effects of teaching mindfulness. Results: The study results revealed that during the period of online teaching prompted by the COVID-19 pandemic, higher levels of surface acting among teachers were associated with lower self-efficacy, whereas higher levels of deep acting were associated with higher self-efficacy. Furthermore, the moderating effect of teaching mindfulness on the relationship between deep acting and self-efficacy was not significant. Finally, no significant difference was found in the reduction of self-efficacy between teachers with high levels of mindfulness who engaged in surface acting and those with low levels of mindfulness. Recommendations: At the school level, organizational culture can substantially affect teachers' emotional labor. Organizations can enhance the substance of a teacher's job structure while fostering a school culture based on mutual trust and support. These actions are particularly crucial in the context of online teaching, where support for teachers' instructional efforts is even more essential. Hiring experts to conduct training or relevant workshops related to emotional regulation for teachers can empower educators to apply their professional knowledge to develop personalized emotional expression skills. Such skill development can, in turn, improve teachers' foundational ability to control their emotions and thus align with external expectations regarding their educational goals. In the context of online teaching, supporting teachers in managing their emotions appropriately and effectively by using emotional labor strategies is crucial for enhancing the effectiveness of online teaching. Suggestions for Future Research: Future research should incorporate genuine emotional expression into strategies for emotional labor. Although this study analyzed only teachers from primary schools in Taiwan, it did not specifically analyze numbers of teachers in different regions. Accordingly, future research could investigate the distribution of teachers on the basis of the geographical locations of the primary schools where they teach. Because teachers are embedded within schools and because each school may have unique resources and methods of supporting online teaching, teachers from a single school often share certain common traits. Future research could utilize hierarchical linear modeling to explore relationships among variables at different levels. Finally, this study employed a quantitative research approach, and the self-reported data obtained limited the in-depth understanding of the participants' performance in emotional labor and self-efficacy. Accordingly, future research is recommended to employ qualitative methods, such as interviews, to collect data and verify the authenticity of self-reported information.

参考文献 ( 67 ) 〈TOP〉

余民宁, M.-N.,许嘉家, J.-J.,陈柏霖, P.-L.(2010)。中小学教师工作时数与忧郁的关系：主观幸福感的观点。教育心理学报，42(2)，229-252。
连结：
吴宗佑, T.-Y.,郑伯埙, B.-S.(2003)。组织情绪研究之回顾与前瞻。应用心理研究，19，137-173。
连结：
宋宥贤, Y.-H.,Valcke, Martin,陈利铭, L.-M.,王俐淳, L.-C.(2022)。影片模拟线上教学之发展与实施：以增进师培生之霸凌处置能力为例。教育科学研究期刊，67(3)，205-236。
连结：
张存真, T.-J.,宋曜廷, Y.-T.,邱皓政, H.-J.(2022)。教师协作在校长教学领导对教师自我效能影响的多层次中介效果研究：兼论教育阶段的调节效果。教育科学研究期刊，67(4)，35-72。
连结：
Armor, D. J.,Conroy-Oseguera, P.,Cox, M.,King, N. J.,McDonnell, L. M.,Pascal, A. H.,Pauly, E.,Zellman, G. L.(1976).,Rand Corporation.

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址