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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/819

    Title: 教師的情緒規則— 以一所馬來西亞獨立中學為例;Emotional Rules of Teachers : Take a Private Secondary School in Malaysia for Example
    Authors: 廖慧萍;LIAW, HUI-PING
    Contributors: 教育學研究所
    Keywords: 情緒規則;前臺情緒規則;後臺情緒規則;獨中教師;emotional rules;emotional rules of front stage;emotional rules of back stage;teachers in private secondary school
    Date: 2017
    Issue Date: 2019-07-17 10:49:36 (UTC+8)
    Publisher: 教育學研究所
    Abstract: 本研究目的為探討馬來西亞其中一間獨立中學教師在學校工作場域裡,在面對不同對象時所產生的情緒規則。為達到研究目的,本研究採用質性研究方法,研究四位任職於樂樂獨中的教師,透過訪談做為蒐集資料的主要方法。研究發現,教師在面對學生、同事(教師)、上司及家長的情緒,有前臺及後臺的區別。教師在前臺的情緒規則如面對學生成績或行為時的自我調適,與其和學生生氣,倒不如轉換心情、真誠對待、了解情況等等;當面對同事時,有些教師會互相鼓勵、互相體諒,但遇到難以共事的,也會覺得反感或是討厭;教師在面對上司時,若遇到困難,如能得到上司的幫忙會很開心,但遇到不會變通或是被動的,就會覺得困擾;當遇到不可一世的家長,則會為了將事情處理好,而選擇壓抑自己的情緒。至於後臺,因是一個情感宣泄的地方,教師為了安慰與調適自我,會與同伴一起鼓勵及一同抱怨,來讓心情好轉或者與同伴一起旅行等,這些都是抒發情緒、放鬆心情的方式。
    This research was to investigate teachers’ emotional rules toward different people when working at Private Secondary School in Malaysia. In order to reach our research purpose, we used qualitative research as method, four teachers working in Confucian Private Secondary School as our subjects. Through interviews, we collected and analyzed our results. In this research, we found that there were front stage behavior and back stage behavior when teachers encountered students, co-workers, superiors and parents. The emotional rules of front stage such as self-adjustment when faced students’ achievement or behavior. Instead of being angry with them, teachers changed their mind, treated them sincerely and tried to understand the situations. As for being with co-workers, some of them gathered together encouraging and understanding each other; however, if encountered those who were hard to get along with, they would feel disgusted and troublesome. When negotiating with superiors, if problems came and teachers were helped, they would feel happy. Yet, if those superiors were rigid and passive, they would feel perplexed. Last but not least, when encountering arrogant parents, teachers constrained their emotions in order to handle things. Besides, back stage was a place for emotional catharsis. With a view to comforting and adjusting themselves, encouragements from partners, complaining together, mind-changing or traveling together were all the ways teachers vented emotions and released themselves.
    Appears in Collections:[教育學研究所] 學位論文

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