臺灣博碩士論文加值系統

本研究的目的是以敘說探究的研究方法，瞭解剛鐸國小教師會核心成員的行動歷程，以情緒為分析焦點，利用深度訪談的方式對三位教師會核心成員進行為期十個月之研究。本研究在敘說分析後有如下主要的發現：
一、核心成員情緒行動類型共有五類，包括：替他人發聲的行動（目的－幫同事爭取刪除不適當的導師辦法）、反壓迫的行動（目的－要求與學校有平等對話的窗口）、大我之愛的行動（目的－給予同事關懷與協助、為共同的理想而奮鬥及凝聚會員向心力和提高出席率）、諜對諜的行動（目的－兵來將擋、水來土淹與讓主任無計可施）及負向情緒的轉化（目的－當成教學上的歷練與教學責任大過個人情緒）。
二、本研究探討核心成員的情緒勞動共七項，其中本研究有五項與前面學者曾提過的情緒勞動類型與目的相似，但仍有些陵t異之處，包括：正向情緒的呈現（目的－讓教師會成立過程較為圓滿順利與教師會的提案能被學校接受）、負向情緒的壓抑（目的－刻意維繫教師會的和諧形象與留住會員）、負向情緒的呈現（目的－讓教師會的提案能施行、制止造謠者繼續傷害教師會及要求行政提出合理解釋）、負向情緒的演出（目的－維護教師會的名譽）及中性情緒的呈現（目的－扮演好理事長的角色與讓對方信服）。
三、本研究有兩項情緒勞動的新類型，分別為：放大鏡下的勞動（目的－不願意增加人事的困擾與避免落人口實）及正向情緒的武裝（目的－隱藏內心脆弱、假裝樂在其中）。
四、在正向情緒的三種演出中，與過去研究較為不同：「信以為真的演出」係指核心成員全心全意投入在工作中，完全融入其所扮演的工作角色中，是真正地發自內心、打從心底，演出的程度上更進一步地主動演出到連自己都「信以為真」而充分地融入在此情境之中。
五、本研究中的「深層演出」與前面學者所提差異點在於：核心成員在深層演出上，都是因為有「愛的原素」（包含對教師會、會員及夥伴的愛）存在。
六、情緒行動後對教師會運作的策略改變有：只能提最低衝擊力的方案、先增設會員提案單制度、及再以會員大會取代理事會決議提案的弁遄C
七、情緒行動後對教師會的領略有：自我肯定（第一次研習辦得很成央B能光明正大的集結教師們的力量及教師會發揮制衡作用）與自我懷疑（行政人員壁壘分明、行政人員處心積慮阻撓教師會的提案、同事明哲保身及教師會的貢獻輸給耳語）。
八、情緒行動後對核心成員所帶來的領略分別為：對教學專業（專業改道與專業成長）、對耳語的態度（冷處理與同仇敵愾）、情緒規則的形成（教師角色與自身家教）、對英語比賽的態度（行政不予協助與夥伴相互支援）、夥伴之間的關係（情誼裂痕到情誼修補）及學校期末聚尷漁y位學（核心成員被否定與被肯定）。

The purpose of this research is to understand the action development of key members of teacher’s association in Gondor elementary school by narrative inquiry method. By focusing on three teachers’ emotion, profoundly interviews have been taken with three key members for ten month. The main achievements of this study are described as the followings.
1.There are five emotional action express types of key members. They are: the action of making statements for others (in order to prune off unsuitable tutor’s regulation for their colleagues), the action of against oppression (request for a equal window with the school), atman’s love (provide care and help for their colleagues, flight for the same goal, condense members’ centripetal force and raise up the attendance), the action of spy to spy (well handled with the school directors by prior sand table simulation) and transformation of negative emotion (the teaching responsibility is more important than personal emotion and take negative emotion as teaching experience).
2.Although many emotional labor types were well discussed and addressed by formal studies, there are still differences among the following five emotional labor. They are: the display of positive emotion (let the development of teacher’s association goes more successfully and the proposal of teacher’s association becomes more acceptable for the school), depression of negative emotion (maintain the harmonious appearance of teacher’s association painstakingly and hold together with the members), display of positive emotion (let the proposal of teacher’s association can put into practice, stop the gossip spreads and request the administrators for reasonable explanations), display of negative emotion (keep the fame of teacher’s association) and display of neutral emotion (play the good role of president of teacher’s association to convince the others).
3.There are two new types of emotional labor found in this study. They include: the labor of working under magnifying glass (be unwilling to provoke personnel matters and avoid gossip), armaments of positive emotion (hide the weakness of their heart and pretend they enjoy it)
4.Among three kinds of positive emotional acting, the “truthfully believed” acting is different from the previous studies. It means that the key members do their work wholeheartedly, they completely fit in their role and act willingly from their heart, and they even act like they are truthfully believed they should under such circumstance.
5.The difference of “deep acting” between formal studies and this research is that the key members involve “love” in their acting, include love to the teacher’s association, members and partners.
6.After the emotional action, a few functioning strategies of teacher’s association have been changed. They can only propose the lowest impact proposal, establish draft resolution system for members and make a resolution by all members instead of the council.
7.There are two tastes for teacher’s association after the emotional action. Self approval: the key member can marshal teacher’ strength and elaborate the equilibrant of teacher’s association after the success of first research activity. Self doubts: there is great gap between the key members and the administrators. The administrators seek any chance to obstruct their proposal by all means. Most of their colleagues care only about how to protect their fame. The contribution of teacher’s association can’t resist whisper between the administrators and colleagues unexpectedly.
8.For the key members, there are six tastes after the emotional action. They are: teaching profession (change nicknamed “firefly” teacher’s route of profession and enhance their profession), the attitude toward whispers (cold treatment and share a bitter hatred of the administrators), forming with regular mood (teacher’s role and one''s own family education), attitude toward English match (the administrators refuse to support, but their partners help each other), relationship between partners (friendship break up after some strikes and then recover through communications) and feast seat in the end of school term (the key members were negated at the beginning, but finally accepted by the principle).

目 錄
第一章 緒論………………………………………………………………………..01
第一節、研究動機………………………………………………………………..01
第二節、研究目的與問題………………………………………………………..05
第三節、名詞釋意………………………………………………………………..05

第二章 文獻探討……………………………………………………………………07
第一節、 情緒…………………………………….………………………………07
第二節、 情緒勞動..…………………………….………………………………..08
第三節、情緒勞動的內涵………………………………………………………..13
第四節、情緒行動後的改變……………………………………………………..20
第五節、學校教師會……………………………………………………………..23

第三章 研究方法…………………………………………………………………..31
第一節、尋找故事中的聲音……………………………………………………..31
第二節、資料的蒐集與分析……………………………………………………..39
第三節 、研究的可信賴度………………………………………………………47
第四節、研究倫理的考量………………………………………………………..48
第五節、研究限制………………………………………………………………..49

第四章 剛鐸國小教師會的故事…………………………………………………..51
第一節、剛鐸國小之魔戒現身…………………………………………………..51
第二節、剛鐸國小成立教師會的緣起…………………………………………..56
第三節、剛鐸國小教師會的誕生………………………………………………..63

第五章 研究結果分析與討論……………………………………………………113
第一節、教師會核心成員情緒行動類型與目的………………………………113
第二節、在面具外與行動中----正向情緒的表現………………………………132
第三節、情緒行動後對教師會運作和核心成員帶來的領略與改變…………149
第四節、教師會核心成員的情緒勞動…………………………………………173

第六章 結論、建議及省思………………………………………………………..191
第一節、研究結論………………………………………………………………191
第二節、建議……………………………………………………………………200
第三節、省思……………………………………………………………………. 202

參考文獻……………………………………………………………………………209
附錄一………………………………………………………………………………217

表 次
表3-1 主軸編碼舉例………………………………………………………………..44
表3-2 開放性編碼舉例……………………………………………………………..46
表4-1 剛鐸國小教師會重大事件發生的時間表..…………………………………55

壹、英文部分
Adelmann, P. K. (1989). Emotional labor and employee well being. Unpublished Doctoral Dissertation, University of Michigan, Ann Arbor.
Ashforth, B. E. (2001). Role transitions in organizational life: An identity-based perspective. Mahwah, NJ: IEA.
Ashforth, B. E., & Humphrey, R. N. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18, 88-115.
Ashforth, B. E., & Humphrey, R. N. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18, 88-115.
Ashforth, B. E., & Mael, F. (1989). Social identity theory and the organization. Academy of Management Review, 14, 20-39.
Ashforth, B. E., & Saks, A. M. (2002). Feeling your way: Emotion and organizational entry. In R. G. Lord, R. J. Klimoski, & R. Kanfer (Eds.), Emotions in the workplace: Understanding the structure and role of emotions in organizational behavior. New York: Jossey-Bass, 331-369.
Atkinson, R. (1998). The life story interview. Thousand Oaks, CA: Saga.
Avis, J., & Bathmaker, A. M. (2004). The politics of care: Emotional labour and trainee further education lecturers. Journal of Vocational Education & Training, 56(1), 5-20.
Brotheridge, C. M., & Lee, R. T. (2002). Test a conservation of resources model of the dynamics of emotional labor. Journal of Occupational Health Psychology, 7(1), 57-67.
Bullis, C., & Bach, B. W. (1989). Socialization turning points: An examination of change in organizational identification. Western Journal of Speech Communication, 53, 273-293.
Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
Coles, R. (2001). 故事的呼喚(The call of stories: Teaching and the moral imagination)（吳慧貞譯）。台北：遠流。（原作1989年初版）
Denzin, N.K. & Lincoln Y.S. (Eds.). (2000). (2nd Ed.). Handbook of Qualitative Research. Sage Publications. London.
Diefendorff, J. M., & Gosserand, R. H. （2003）. Understanding the emotional labor process: A control theory perspective. Journal of Organizational Behavior, 24（8）, 94-99.
Edelwich, J. & Brodsky, A. (1980). Burnout: Stage of disillusionment in the helping professions. New York: Human Sciences Press.
Eisner, E. (2000). “Those Who Ignore the Past….：12 ‘Easy’ Lessons for the Next Millennium”, Journal of Curriculum Studies, 32(2): 343-357.
Flam, H. (1993). Fear, Loyalty and Greedy Organizations. In S. Fineman (Ed.), Emotion in organizations. London: Sage, 58-75.
Goffman, E. (1959)著，徐江敏、李姚軍(1992)譯。日常生活的自我表演(The presentation of self in everyday life)。台北：桂冠出版社。
Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95-110.
Grandey, A. A. (2003). When the “show must go on”: surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of management Journal, 46 (1), 86-96.
Grandey, A. A., & Brauburger, A. L. (2002). The emotion regulation behind the customer service smile. In R. G. Lord, R. J. Klimoski, & R. Kanfer (Eds.), Emotions in the workplace: Understanding the structure and role of emotions in organizational behavior. San Francisco: Jossey-Bass, 260-294.
Hargreaves,A. (1998).The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(2000), 811-826.
Harlow, R. E. (2002). Teaching as emotional labor: The effect of professors’ race and gender on the emotional demands of the undergraduate college classroom. Retrieved December, 2004.
Hatch, J.A. & Wisniewski, R. (1995) “Life history and narrative: questions, issues, and exemplary works.” In Life history and Narrative. London: The Falmer Press, 113-36.
Hochschild, A. R. (1975). The sociology of feeling and emotion: Selected possibilities. In M. Millman & R. M. Kanter (Eds.), Another voice: Feminist perspectives on social life and social science. New York: Octagon books, 280-307.
Hochschild, A. R. (1983). The managed heart. Berkely, CA: University of California Press.
Hochschild, A.R. (1993). Preface. In S. Fineman (Ed.), Emotion in organizations. London: Sage, ix-xiii.
James, N. (1989). Emotional labor: Skill and work in the regulation of feelings. Sociological Review, 37, 15-42.
Jeffrey, B., Woods, P. (1996). Feeling deprofessionalized: The social construction of emotions during and OFSTED inspection. Cambridge Journal of Education, 26 (3), 325-343.
Kelchtermans, G. (1996). Teacher Vulnerability: understanding its moral and political roots. Cambridge Journal of Education, 26 (3), 307-323.
Lazarus, R. S. (1991). Emotion and adaptation. NY : Oxford University Press.
Louis, M.R. (1980). Surprise and sense-making: What newcomers experience in entering unfamiliar organizational settings. Administrative Science Quarterly, 25, 226-251.
Mann, S. (1999). Emotions at work: To what extent are we expressing, suppressing, or faking it? European Journal of Work and Organizational Psychology, 8(3), 347-369.
Mayer, J. D., & Salovey, P. (1995).Emotional intelligence and the construction and regulation of feelings. Applied &Preventive Psychology,4,197-208.
Morris, J. A., & Feldman, D. C. (1996). The dimensions, antecedents, and consequences of emotional labor. Academy of Management Review, 21, 986-1010.
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. Hatch & R. Wisniewski (Eds.). Life History and Narrative. Washington, DC: Falmer Press, 5-24.
Rafaeli, A., & Sutton, R. I. (1989). The expression of emotion in organizational life. In L.L. Cummings & B.M. Staw (Eds.), Research in organizational behavior. Greenwich, CT: JAI Press, 11, 1-42.
Sharpe, E. K. (2005). Going above and beyond:” the emotional labor of adventure guides. Journal of Leisure Research, 37(1), 29-50.
Taylor, S. J., & Bogdan, R. (1998). In-Depth Interviewing. In introduction to qualitative research methods. Chapter 4, 87-116.
Van Maanen, J. (1976). Breaking in: Socialization to work. In R. Dubin (Ed.), Handbook of work, organization and society. Chicago: Rand McNally, 67-130.
Van Maanen, J., & Schein, E. H. (1979). Toward a theory of organizational socialization. In B. M. Staw (Ed.), Research in organizational behavior. Greenwich, CT: JAI Press, 1, 209-264.
Wharton, A. S. (1993). The affective consequences of service work: managing emotions on the job. Work and Occupation, 20, 205-232.
Wharton, A. S., & Erickson, R. J. (1993). Managing emotions on the job at home: understanding the consequences of multiple emotional roles. Academy of Management Review, 18, 457-487.
Yang, Chiao-Ling (1998). The Philosophy of Humanistic Education in Taiwan and its Contradictory Practices. Paper accepted by the Society for Applied Anthropology 1997 Annual Meeting. San Juan, Puerto Rico. April 21-26.
Zapf, D., Vogt, C., Seifeit, C., Mertini, H., & Isic, A. (1999). Emotional work as a source of stress: The concept and development of an instrument. European Journal of work and organization psychology, 8(3), 371-400.

貳、中文部分
丁志權(1997)。高級中等以下學校教師評審委員會設置辦法評析。教師之友，38，1-5。
方永泉譯（2003）。P. Freire著。受壓迫者教育學。台北：巨流。
王馨羚（2005）。學校教師會組織定位、運作情形及未來發展之研究─以臺北市國民小學為例。國立臺北教育大學教育政策與管理研究所碩士論文，未出版。
朱學恆譯（2006）。魔戒首部曲魔戒現身。Tolkien, J. R. R. 原著。台北：聯經出版事業股份有限公司。ISBN 957-08-2336-4。
江文慈（2001）。透視教學中的關鍵張力－教師情緒。師友， 408， 43-47。
江文慈（2003）。教育改革中的教師情緒。師友， 436 期，頁 1-5 。
江文慈（2004）。國小教師情緒勞動的內涵與心理歷程分析。行政院國科會 93 年度專題研究計畫（編號 NSC-93-2413-H-128-002 ）。
江文慈（2005）。教師專業發展的「心」議題：情緒勞動。九十四學年度世新大學師資培育中心學術研討會論文集，185 -210。
江文慈（2007）。「和顏悅色」與「忍氣吞聲」的背後：國小教師情緒勞動的心理歷程分析。2007年第三屆「社會學與心理學的對話」學術研討會論文集，台北：世新大學社會心理學系。
宋文里（2007）。學校的日常生活在哪裡？論批判教育學在台灣的某種起源，學校教師的生活世界：批判教育學的在地實踐，陳伯璋、張盈堃主編，3-26。台北：師大書苑。
吳宗祐（2003）。工作中的情緒勞動：概念發展、相關變項分析、心理歷程議題探討。國立台灣大學心理學研究所博士論文。
吳芝儀、李奉儒譯（1995）。質的評鑑與研究。Michael Quinn Patton原著。台北：桂冠。
吳清山（1996）。大家一起來關心學校教師會的成長。北縣教育，15，12－14。
李育亭（2007）。教師知覺學校組織氣氛與情緒勞務負荷之關聯性研究-以台北縣市高職教師為例。台灣科技大學技職教育研究所碩士論文，未出版。
李奉儒（2003）。P. Freire的批判教學論對於教師實踐教育改革的啟示。教育研究集刊，49(3)，1-30。
李奉儒（2004）。賈馥茗先生的教育哲學及其對台灣教育改革的啟示。載於張建成主編，文化、人格與教育，254-277。
李麗君（2007）。國民中學教育人員情緒勞務負荷與職業倦怠相關之研究—以台北市公立國民中學為例。台灣科技大學技職教育研究所碩士論文，未出版。
李漢敦（1996）。一位校長談學校教師會。北縣教育，15，15-16。
林君齡（2001），國民中學學校教師會運作之微觀政治個案研究，國立台灣師範大學教育學系碩士論文，未出版。
林志成、童鳳嬌（2006）。教師情緒智慧的涵養。教育研究月刊，150，38-51。
林清江（1996）。社會變遷中的教育政策。載於國立台灣師範大學教育研究所編著，教育社會學，31-61。高雄：復文。
林香蘭（2003）。台中縣一所國民小學學校教師會的組織運作之個案研究。台中師範學院國民教育研究所碩士論文，未出版。
洪志成、卯靜儒等譯（2004）。Fraenkel, J. R., & Wallen, N. E. (2003/2004). 教育研究法—研究設計實務 (How to design and evaluate research in education, 5th ed. NY: McGraw-Hill)。高雄：麗文文化。
張乃文（2005）。台北縣國小教育人員情緒勞務負荷與工作倦怠關係之研究。輔仁大學教育領導與發展研究所在職專班碩士論文，未出版。
張容雪（1999）。學校教師會運作情形之研究-以台北縣市學校為例。國立台灣師範大學教育研究所碩士論文，未出版。
張盈堃、郭瑞坤（2007）。何謂「好」老師：文化互動論觀點的嘗試，學校教師的生活世界：批判教育學的在地實踐，陳伯璋、張盈堃主編，27-64。台北：師大書苑。
陳志成（2002）。國民中小學教師會參與學校行政決定之研究。國立嘉義大學國民教育研究所碩士論文，未出版。
彭富源（1997）。學校教師會與教師專業自主。國立台灣師範大學教育研究所碩士論文，未出版。
湯梅英（1997）。從教師法談教師組織的困境。現代教育論壇，2，20-22。
黃瑞琴（1994）。質的教育研究方法 。台北：心理。
楊巧玲（2001）。從教師的情緒勞動探討師資培育的新方向。八十八學年度師範學院教育學術論文發表會論文集，83-108。
詹鍾松（2003）。 一個地方教師會組織運作與弁鄐妣荇蚻膍s。國立台中師範學院國民教育研究所碩士論文，未出版。
蔡進雄（2005）。勞心、勞力、勞情？論中小學教師的情緒勞務。師友，455，42-44。
韓玉芬（2004）。初任教師工作壓力因應歷程之質的研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版。