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澳門教師的情緒智力、幸福感與教學效能之相關研究 =: AN EXPLORATORY STUDY ON THE RELATIONSHIP OF MACAU TEACHERS’ EMOTIONAL INTELLIGENCE, SENSE OF WELL-BEING AND TEACHER SELF-EFFICACY

University of Saint Joseph

Macau

2024

61

chi

澳門教師的情緒智力、幸福感與教學效能之相關研究 =

Library Catalog (Koha)

M-ED 2024 WON,POU

In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, University of Saint Joseph, Macau, July/2024是次研究主要探討澳門教師幸福感、情緒智力與教學效能的現況，旨在探討澳門教師幸褔感、情緒智力與教學效能的關係。本研究採用問卷調查，以於澳門學校在職任教的老師為研究對象，以豐盛人生量表、情緒智力量表和教師自我效能量表作為量化調查工具。研究者以網上填答形式發放問卷，共回收有效的教師問卷190份。研究結果歸納如下︰ 1. 澳門教師情緒智力、幸福感與教學效能的現況良好，得分高於平均水平。 2. 不同性別之澳門教師在情緒智力、幸福感及教學效能三個變項中沒有顯著差異。 3. 不同婚姻狀況之澳門教師在情緒智力、幸福感及教學效能三個變項中部份結果有顯著差異。 4. 不同年齡層之澳門教師在情緒智力、幸福感及教學效能三個變項中皆存在顯著差異。 5. 不同最高教育程度組別之澳門教師在情緒智力、幸福感及教學效能三個變項中沒有顯著差異。 6. 澳門教師教學年資、情緒智力及幸福感與教學效能呈顯著正相關。 7. 澳門教師情緒智力與教學效能呈顯著正相關。 8. 澳門教師情緒智力與幸福感呈顯著正相關。 9. 澳門教師幸福感與教學效能呈顯著正相關。 10. 澳門教師的教學年資、情緒智力與幸福感能有效預測澳門教師的教學效能。 最後，研究人員根據研究結果作出討論及建議。 This study focuses on the current situation of Macau teachers' sense of well-being, emotional intelligence and sense of teacher self-efficacy, and explores the relationship between teachers' sense of well-being, emotional intelligence and sense of teacher self-efficacy in Macau. This study used a questionnaire survey to investigate the relationship between teachers' sense of well-being, emotional intelligence and sense of teacher self-efficacy in Macau school teachers using the Abundant Life Scale, the Emotional Intelligence Scale, and the Teacher Self-efficacy Scale as quantitative research tools. A total of 190 valid teacher questionnaires were collected. The results of the study are summarized as follows: 1. Macau teachers’ scores in emotional intelligence, sense of well-being and sense of teacher self-efficacy were at above average level. 2. There was no significant difference between the gender of Macau teachers and their scores in emotional intelligence, sense of well-being and sense of teacher self-efficacy. 3. Partial significant differences between the different marital status of Macau teachers existed in their scores in emotional intelligence, sense of well-being and sense of teacher self-efficacy. 4. Significant differences in the various age groups of Macau teachers were found in their scores in emotional intelligence, sense of well-being and sense of teacher self-efficacy. 5. No significant differences in the various education levels of Macau teachers existed in their scores in emotional intelligence, sense of well-being and sense of teacher self-efficacy. 6. The number of years of teaching experience of Macau teachers was significantly related to emotional intelligence, sense of well-being and sense of teacher self-efficacy. 7. The correlation between emotional intelligence and sense of teacher self-efficacy was positively significant. 8. The relationship between emotional intelligence and sense of well-being of Macau teachers was significantly positive. 9. There was significant positive correlation between the sense of well-being of Macau teachers and teacher self-efficacy. 10. The years of teaching experience, emotional intelligence and sense of well-being of Macau teachers could effectively predict their teacher self-efficacy. Finally, the researcher discusses and makes recommendations based on the findings of this studySupervisor : Mak Chi Kuan

• Master Dissertations
  • School of Education
    • Education