教師情緒素養建立之研究：情緒勞務負荷的觀點

The Construction of Teacher's Emotional Literacy: From Emotional Labor Perspective

10.7037/JNTUE.200906.0075

張乃文(Nai-Wen Chang)

情緒素養 ； 焦點團體 ； 情緒勞務 ； 情緒教育 ； 教師專業發展 ； Emotional Literacy ； Focus Group ； Emotional Labor ； Emotional Education ； Teachers' Professional Development

臺中教育大學學報：教育類

23卷1期（2009 / 06 / 01）

75 - 98

繁體中文

本研究目的在驗證張乃文融合了Weare 及Cohen 對情緒素養的看法，所提出之情緒素養之內涵。研究係以榮榮（化名）國小的教師、家長及志工為訪談對象，透過四次的焦點團體訪談，深入探究教師的情緒素養內涵。 本研究結果發現教師應具有之情緒素養能力共計四層面20項；四大層面包括：1. 教師應具了解自我及他人情緒的能力；2. 教師應具備正確表達情緒及管理的能力；3. 教師應建立適當的人際關係；4. 教師應具備情緒素養培育之學習能力；本研究最後提出幾項具體建議，供相關教育工作者參考。

This purpose of this study was to validate the author's connotation on a teacher’s emotional literacy, which was based on the works of Weare and Cohen. The subject of this study consisted of teachers, students' parents, and volunteers at Jung-Jung primary school (alias). Their valuable ideas were comprehensively and faithfully collected during the discussions of times’ focus groups in order to explore a teacher's emotional literacy profoundly. This study concluded that a teacher's emotional literacy should fall into 4 levels and 20 items. These four levels included as follows: 1. Teachers should have the ability to understand themselves and others' emotion. 2. Teachers should have the ability to express and manage their emotion. .Teachers should have the ability to build their personal and interpersonal relationships. 3 .Teachers should have the ability to nurture and elevate their emotional literacy. Finally, this study provides several suggestions for relative educators.

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