情緒智力與工作壓力、組織認同、退卻行為關係之研究—以桃園地區國小教師為例;A Study of Employees’ Emotional Intelligence, Work Stress, Organizational Identification, and Withdrawal Behavior - A Case of the Elementary School Teachers in Taoyuan City

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题名:	情緒智力與工作壓力、組織認同、退卻行為關係之研究—以桃園地區國小教師為例;A Study of Employees’ Emotional Intelligence, Work Stress, Organizational Identification, and Withdrawal Behavior - A Case of the Elementary School Teachers in Taoyuan City
作者:	王淨瑩;Wang,Ching-ying
贡献者:	企業管理學系在職專班
关键词:	情緒智力;工作壓力;組織認同;退卻行為;emotional intelligence;work stress;organizational identification;withdrawal behavior
日期:	2016-01-26
上传时间:	2016-03-17 20:19:34 (UTC+8)
出版者:	國立中央大學
摘要:	正向情緒能幫助個人理性思考，解決問題，降低工作壓力。透過良好的互動，提升教師對組織認同的程度，降低人員異動，讓學校在穩定中求發展。本研究以桃園地區300位國小教師為研究樣本，以問卷調查方式進行資料蒐集，目的在探討教師的情緒智力與工作壓力、組織認同、退卻行為之關係。研究結果顯示教師的情緒智力與組織認同有正向的關係，與工作壓力、退卻行為有負向的關係。工作壓力與組織認同有負向的關係，與退卻行為有正向的關係。針對本研究結果提出建議，供後續相關研究之參考。;Positive emotions help individuals perform better on decision making and problem solving, and reduce the impact of job-related stress. This study investigates the effect of emotional intelligence on perceived work stress, organizational identification, and withdrawal behavior among teachers in the elementary school in Taoyuan. It is found that teachers’ emotional intelligence is positively related to their organizational identification and negatively related to work stress and withdrawal behavior. The results also confirm that work stress is negatively related to organizational identification and positively related to withdrawal behavior. Managerial implication and suggestions for future research are thus discussed.
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