香港教師情緒技能的內涵研究

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Abstract

本文旨在研究香港教師情緒技能的內涵,為學校領導提供一個發展教師情緒技能的模型。本研究參考Bar-On的情緒智商量表,將情緒技能概念化為可以培養和發展多元能力,建立研究模型及問卷,並運用結構方程模型驗證理論模型因子的建構效度。研究員以整群抽樣形式選取香港40所資助中學進行問卷調查,當中成功收回958份教師問卷進行驗證研究。經結構方程模型發現教師情緒技能的因子結構涵蓋解難能力、自我實現、自主能力、壓力管理、適應能力及人際關係。
This paper aims to explore teachers’ emotional competency skills for school leaders to develop teachers’ emotional competency. The study adopts Bar-On’s (1997) theoretical framework to conceptualise emotional competency into developable multi-factorial skills, and applies his Emotional Quotient Inventory (1997) for data collection. A structural equation model was applied to confirm the factor structure of the EQ model. Cluster sampling was adopted to collect data from teachers in 40 aided secondary schools in Hong Kong. 958 teachers participated in the questionnaire survey. A six-factor emotional competency model, which consists of problem solving, self-actualization, independent thinking, stress management, adaptability and inter-personal relationship, was explored by using a structural equation model. Copyright © 2012 The Hong Kong Teachers’ Centre.
Original languageChinese
Pages (from-to)217-228
Journal香港教師中心學報
Volume11
Publication statusPublished - 2012

Citation

鄭志強(2012):香港教師情緒技能的內涵研究,《香港教師中心學報》,11,頁217-228。

Keywords

  • 教師情緒技能
  • 情商領導
  • 結構方程模型
  • Teachers’ emotional competency
  • EQ leadership
  • Structural equation model
  • Alt. title: A study on the elements of teachers’ emotional competency