Abstract
<p><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">情緒體驗是教學的核心，特教師群的情緒管理與表達對教學效能的影響漸受關注。本研究以桃竹苗四縣市公立國民小學資源班教師為對象，探討情緒勞務與教學效能之現況、比較不同背景變項之差異與探究二者之關聯性。情緒勞務分成表面表達、深層表達與真誠表達三構面；教學效能歸納為教學準備、教學輔導與班級經營三構面。研究方法採<span style="mso-ligatures:standardcontextual">便利自願取樣，</span>調查問卷為</span><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:新細明體;color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">Likert 5</span><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">點量表，以</span><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:新細明體;color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">Google</span><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">表單發放，扣除無效問卷</span><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:新細明體;color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">17</span><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">份，有效問卷為</span><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:新細明體;color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">133</span><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">份。資料處理採描述性統計、<span style="mso-ligatures:standardcontextual">獨立樣本</span></span><i style="mso-bidi-font-style:normal"><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:新細明體;color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ligatures:standardcontextual;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">t</span></i><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ligatures:standardcontextual;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">檢定、單因子變異數分析、皮爾森積差相關與多元迴歸分析</span><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">，結果顯示：一、國小資源班教師最常使用深層表達策略；二、教師在情緒勞務各構面屬中</span><span lang="EN-US" style="font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:新細明體;color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">~</span><span style="font-size:12.0pt;font-family:"新細明體",serif;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">中上感受度，在教學效能及各構面屬中上感受度；三、具<span style="mso-ligatures:standardcontextual">研究所學歷以上之教師使用深層表達策略顯著高於大學畢業者</span>；<span style="mso-ligatures:standardcontextual">正式教師兼行政者使用真誠表達策略顯著高於正式教師兼導師、專任教師與代理教師；</span>四、深層表達及真誠表達與教學效能皆呈中度正相關；五、深層表達與真誠表達皆能正向預測教學效能。根據分析結果，本研究提出相關建議，包括：一、強化橫向與縱向行政支援以降低教師執行資源班任務之阻礙；二、建置校內多元專業對話平台以協助教師共享資源與經驗交流；三、營造友善支持的教育環境以協助教師採取適合的情緒勞務策略。</span></p>