本研究旨在了解台中縣國民中學教師情緒智力、自我效能與集體效能之關係與組別差異。本研究首先探討不同背景變項的國中教師在情緒智力、自我效能與集體效能上的差異情形；其次，分析國中教師情緒智力、自我效能、集體效能之關係；最後，探討國中教師情緒智力對教師自我效能、集體效能的預測力。
　　本研究以台中縣公立國民中學及完全中學國中部教師196位為研究對象，經施以「教師情緒智力量表」、「教師自我效能量表」、「教師集體效能量表」後，所得資料分別以平均數、標準差、t考驗、變異數分析、皮爾森積差相關、逐步多元迴歸等統計方法，進行資料處理分析。本研究獲致以下的研究結果：
一、台中縣國中教師整體情緒智力現況是屬於中上良好程度；整體自我效
能現況屬於中間程度；整體集體效能現況屬於中間程度。
二、男女教師在情緒智力上有顯著差異；不同年齡、學歷、本校服務年資、
職務、學校班級數、學校所在地之教師在情緒智力上並無顯著差異。
三、不同本校服務年資、職務之教師在自我效能上有顯著差異；不同性別、
不同年齡、不同學歷、不同學校班級數、不同學校所在地之教師在自
我效能上並無顯著差異。
四、不同性別、年齡、學歷、本校服務年資、職務、學校班級數、學校所
在地之教師在集體效能上並無顯著差異。
五、教師情緒智力與自我效能呈正相關；教師自我效能與集體效能呈正相
關；教師情緒智力與集體效能呈正相關。
六、教師情緒智力對自我效能有預測力，其中以「自我激勵」最具預測力；
教師情緒智力對集體效能有預測力，其中以「自我激勵」最具預測力。
本研究最後根據研究發現，提出具體建議，以供學校領導者、學校行政人員、教師個人及未來研究者之參考。

The main purpose of this study was to understand the relationships and group differences among teacher’s emotional intelligence, self-efficacy and collective efficacy in junior high schools in Taichung County. First, this study explored the differences of the junior high school teachers from different backgrounds in emotional intelligence, teacher self-efficacy and collective teacher efficacy. Second, the study analyzed the relationships among teacher’s emotional intelligence, self-efficacy and collective efficacy. At last, the study explored the prediction of teacher’s emotional intelligence to teacher self-efficacy and collective efficacy.
In this study, there were 196 teachers selected from public junior and senior high schools in Taichung County. After taking the investigation of Teacher’s Emotional Intelligence Scale, Teacher Self-Efficacy Scale and Collective Teacher Efficacy Scale, the researcher used the way of mean, standard deviation, t-test, ANOVA, Pearson correlation analysis and multiple stepwise regression analysis to analyze datas. The major results were summarized as follows：
1. Teacher’s emotional intelligence is higher than middle level；teacher self-efficacy and collective teacher efficacy are at middle level.
2. Significant differences are found on the part of teacher’s emotional intelligence in consideration of teacher’s different gender. While no significant differences are found on the part of teacher’s emotional intelligence in consideration of teacher’s different age，degree，service year，position，school size，school location.
3. Significant differences are found on the part of teacher self-efficacy in consideration of teacher’s different service year、position. While no significant differences are found on the part of teacher self-efficacy in consideration of teacher’s different gender，age，degree，school size，school location.
4. No significant differences are found on the part of collective teacher efficacy in consideration of teacher’s different gender，age，degree，service year，position，school size，school location.
5. Positive relationships exist between teacher’s emotional intelligence and self-efficacy, between teacher self-efficacy and collective efficacy and between teacher’s emotional intelligence and collective efficacy.
6. Teacher’s emotional intelligence has significant prediction to teacher self-efficacy. While “Self-motivation” has stronger prediction. Teacher’s emotional intelligence also has significant prediction to collective teacher efficacy. While “Self-motivation” has stronger prediction.
Finally, some suggestions to school leaders，school administrators，school teachers and further researchers were proposed according to the results.

目 次
中文摘要 i
英文摘要 iii
目次 vi
表次 viii
圖次 x

第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題與研究假設 7
第三節 名詞釋義 9
第二章 文獻探討 11
第一節 情緒智力的意義、理論及相關研究 11
第二節 教師自我效能的意義、理論與相關研究 30
第三節 教師集體效能之意涵及相關研究 41
第三章 研究方法 51
第一節 研究架構 51
第二節 研究對象 54
第三節 研究工具 57
第四節 資料統計與分析 77
第五節 研究範圍與限制 79
第六節 研究程序 81
第四章 研究結果與討論 83
第一節 教師情緒智力、自我效能與集體效能現況分析 83
第二節 不同背景變項之台中縣國中教師情緒智力分析 86
第三節 不同背景變項之台中縣國中教師自我效能分析 90
第四節 不同背景變項之台中縣國中教師集體效能分析 94
第五節 台中縣國中教師情緒智力、自我效能與集體效能相關情形分析
98
第六節 台中縣國中教師情緒智力對自我效能與集體效能預測分析--101
第七節 綜合討論 106
第五章 結論與建議 117
參考文獻 123
中文部份 123
西文部份 129
附錄
附錄一：國中教師情緒智力、自我效能與集體效能預試調查問卷
附錄二：國中教師情緒智力、自我效能與集體效能正式調查問卷

ㄧ、中文部份
方紫薇(2002)。國中教師在師生互動中情緒調適之研究。行政院國家科學
委員會補助專題研究計畫成果報告(NSC90-2413-H-009-001)，未出版。
王受榮(1992)。我國國民中小學教師效能感及其影響因素之研究。國立台灣
師範大學教育研究所博士論文，未出版，台北。
王春展(1999)。兒童情緒智力發展之研究。國立政治大學教育研究所博士論文，未出版，台北。
王振德(2004)。情緒智力理論及其在資優教育的應用。發表於國立台南大學主辦「2004資優教育學術研討會」（專題演講）。
王朝茂(1994)。教師非理性信念及其相關因素之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄。
王湘栗(1997)。國民小學教師關注與教師效能感之研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北。
王琳雅(2006)。四技大學生生活壓力、自我效能與因應策略之探討。中國醫藥大學護理學研究所碩士論文，未出版，台中。
朱陳思翰(2002)。國民小學教師自我效能感與專業知能關係之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台中。
江文慈(1996)。解讀人類的另類智慧-EQ。諮商與輔導，124，39-42。
江文慈(1999)。情緒調整的發展軌跡與模式建構之研究。國立台灣師範大學
教育心理與輔導研究所博士論文，未出版，台北。
江文慈(2001)。青少年情緒智力發展之研究。世新大學學報，11，51-82。
江秋玫(1997)。國小教師專業承諾、自我效能感與專業踐行關係之研究。國
立嘉義師範學院國民教育研究所碩士論文，未出版，嘉義。
江展塏(1995)。國民小學校長領導型式與教師教學自我效能關係之研究。台北市立師範學院初等教育學系碩士論文，未出版，台北。
江欣霓(2002)。國小教師工作壓力情緒智慧與身心健康之相關研究。國立高雄師範大學教育學系碩士論文，未出版，高雄。
吳宗立(1996)。國中學生情緒問題之輔導。學生輔導，46，90-95。
吳明隆、涂金堂(2007)。SPSS與統計應用分析。台北：五南。
吳璧如(2002)。集體教師效能感初探。教育資料與研究，49，72-79。
李彥君(2002)。國民小學教師工作壓力與情緒管理關係之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台中。
李志敏、卜祥(2005)。5個Q-成功人士必修的5個學分。台北：海鴿。
沈美秀(2005)。國小學童親子互動關係、情緒智力與生活適應之相關研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄。
周正儀(1998)。企業領導者情緒商數對領導型態與效能之研究。中國文化大學國際企業管理研究所碩士論文，未出版，台北。
林約宏(2001)。台灣中部地區國民小學教師情緒智力之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台中。
林國瑞(2001)。台北市國小體育教師效能信念及教學效能之相關研究。台
北：柯正。
林明灴(2002)。臺灣地區中等學校體育教師自我效能之研究。國立台灣體育
學院體育研究所碩士論文，未出版，台中。
洪嘉鴻(2003)。國民小學教師增權與教師自我效能關係之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台中。
倪靜貴(1997)。國民中學校長情緒管理之研究。國立台灣師範大學教育研究
所碩士論文，未出版，台北。
孫志麟(1991)。國民小學教師自我效能及其相關因素之研究。國立政治大學
教育研究所碩士論文，未出版，台北。
孫志麟(2001)。教師自我效能的概念與測量。台北：第五屆華人社會心理與教育測驗學術研討會。
孫菁磯(2003)。台北市國民小學教師情緒智力與兒童外向問題行為容忍力。國立花蓮師範學院國民教育研究所碩士論文，未出版，花蓮。
張世彗(1999)。國小一般智能優異班教師自我效能模式之驗證暨相關因素之
研究。國立台灣師範大學教育研究所碩士論文，未出版，台北。
張春興(1994)。教育心理學—三化取向的理論與實際。台北：東華。
張春興(1995)。張氏心理學辭典。台北：東華書局。
張美惠（譯）(1996)。EQ。D. Goleman原著。台北：時報文化。
張瑞村(2002)。職業學校教師組織承諾與教師效能關係之研究。朝陽學報，
8，37-69。
張學善、林志成(2003)。情緒管理課程對提昇教育學程學生情緒智慧之成
效研究。國科會專題研究計畫成果報告(NSC91-2413-H126-001)，未出
版。
陳木金(1997)。國民小學教師領導技巧、班級經營策略與教學效能關係之研
究。國立政治大學教育研究所博士論文，未出版，台北。
陳武雄(1995)。教師建設性思考與其教學自我效能、衝突解決方式之關係。
國立政治大學教育研究所碩士論文，未出版，台北。
陳建宏(1997)。資管人員情緒商數的研究。大葉大學資訊管理研究所碩士論
文，未出版，彰化。
陳美言(1998)。國民小學校長教學領導與教師教學自我效能關係之研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北。
陳慧敏(2003)。國民小學教師之校長教學領導知覺與自我效能關係之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東。
陳馨蘭(1998)。教師人格特質、自我效能、學生行為信念與班級經營風格之相關研究。國立彰化師範大學教育研究所碩士論文，未出版，彰化。
陸正一(1998)。人際溝通─情緒管理與控制。品質管制月刊，6，22-28。
單小琳(1988)。國中導師專業倦怠與工作壓力、社會支持、調適的相關研究。
國立政治大學教育研究所博士論文，未出版，台北。
曾娉妍(1998)。情緒教育課程對提昇國小兒童情緒智慧效果之研究。台中師
範學院國民教育研究所碩士論文，未出版，台中。
曾榮祥(2000)。國民小學教師轉化、互易領導與教學效能之關係及其應用研
究。國立嘉義大學國民教育研究所碩士論文，未出版，嘉義。
曾愛淑(2003)。公務人員情緒管理與人際關係之研究。國立高雄師範大學成
人教育研究所碩士論文，未出版，高雄。
黃德祥(1994)。青少年發展與輔導。台北：五南。
黃德祥(2006)。教師情緒智慧能力的涵養與發展。教育研究月刊，150，5-13。
楊極東(1998)。才能智商、情緒智商及創意智商之開發策略。就業與訓練， 10，67-73。
廖吳勇(1998)。國民小學教師工作動機、參與決定與自我效能關係之研究。
台北市立師範學院國民教育研究所碩士論文，未出版，台北。
劉月娥(2000)。國民小學教師專業決定與教師效能感之研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北。
劉郁梅(2001)。國民小學級任教師之情緒智慧與班級經營效能關係之研究。
國立台中師範學院國民教育研究所碩士論文，未出版，台中。
蔡秀玲、楊智馨(1999)。「情緒管理」。台北：揚智文化。
鄭英耀、黃振鵠(1996)。教師自我效能相關因素之研究。高師大教育學刊，
12，219-244。
鄭瑜銘(1998)。組織氣候、領導風格與情緒商數關係之研究-以資訊人員為
例。大葉大學資訊管理研究所碩士論文，未出版，彰化。
闕美華(2000)。國中小教師情緒智慧、社會支持與工作滿意度之研究。國立彰化師範大學教育研究所碩士論文，未出版，彰化。
顏淑惠(2000)。國民小學教師情緒管理與教師效能之研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北。
郭乃菁(2002)。高雄地區高中生批判思考、情緒智力與問題解決態度之相關
研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄。
羅品欣(2004)。國小學童的家庭結構、親子互動關係、情緒智力與同儕互動關係之研究。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，台北。
鍾佳穎(2003)。臺北縣國民小學體育教師效能信念與教學行為之相關研究。
臺北巿立體育學院運動科學研究所碩士論文，未出版，台北。
簡玉琴(2002)。桃園縣國民小學教師自我效能與教學效能關係之研究。國立
台北師範學院國民教育研究所碩士論文，未出版，台北。













二、西文部份
Armor, D. (1976). Analysis of the school preferred reading programs in selected
Los Angeles minority schools. Santa Monica, CA : The Rand Corporation.
Ashton, P. T., & Webb, R. B. (1986). Making a difference : Teachers’ sense of
efficacy and student achievement. New York: Longman.
Barfield, V., & Burlingame, M. (1974). The pupil control ideology teacher in selected schools. The Journal of Experimental Education, 42(4), 6-11.
Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal Programs Supporting Educational Change. Vo1.7: Factors Affecting Implementation and Continuation. Santa Monica, CA: The Rand Corporation. (ERIC Document Reproduction Service No. ED 140432)
Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychlolgical Review, 84 (2), 191-215.
Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 (2), 122-147.
Brandt, R. S. (1986). On the expert teacher: A conversation with David Berliner. Educational Leadership, 44, 4-9.
Bandura, A. (1986). Social foundations of thought and action：A social cognitive
theory. Englwood Cliffs, NJ.：Prentice Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
Bernet, M. (1996). Emotional intelligence: Components and correlates.
(ERIC Document Reproduction Service No.ED 408 535).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H.Freeman.
Bar-On, R. (1998). Bar-On Emotional Quotient Inventory, facilitator’s resource manual. Toronto: Multi-Health Systems, Inc.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
Baker, D. F. (2001). The development of collective efficacy in small task groups. Small Group Research, 32(4), 451-474.
Caver, L. (1988). Teacher efficacy: Its relationship to school level organizational conditions and teacher demographic characteristics. EDD.,
（The University of British Columbia.) DAI, 49, 12A.
Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62-83.
Chen, G., & Bliese, P. D. (2002). The role of different levels of leadership in predicting self- and collective efficacy：Evidence for discontinuity. Journal of Applied Psychology, 87(3), 549-556.
Cybulski, T.G. (2003). Investigating the role of the collective efficacy of teachers in fiscal efficiency and student achievement. Dissertation Abstracts International, 65, 02A, 360.
David, R., & Fink, D. R. (1988). Teacher efficacy instruments: Convergent an discriminant validity.Dotor of Education Dissertation. (Unpublisher).
Dulewicz, V., & Higgs, M. (1999). Can emotional intelligence be measured and developed? Leadership & Organization Development Journal, 20 (5), 242-252.
Esselman, M. E., & Moore, W. P. (1992). In search of organizational variables which can be altered to promote an increased sense of teacher efficacy. Paper presented at the annual meeting of the American Educational Research Associaton. San Francisco.
Franklin, V. L. (1989). Teacher efficacy and selected organization climate variables in urban and suburban school setting (urban school settings). (EdD., University of Bridgeport). Dissertation Abstracts International, 50,06A.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychoology, 76, 569-582.
Guskey, T. R. (1986). Context variables that affect measures of teacher efficacy. Journal of Research and Development In Education, 23, 102-106.
Grafton, L. G. (1987). The mediating influence of efficacy on conflict strategies used in educational organizations. Paper presented at the annual meeting of the Speech Communication Association.
Gist, M. E. (1987). Self-efficacy: Implications for organizational behavior and human resource management. Academy of Management Review, 12, 472-485.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Greenspan, S. I. (1989). Emotional Intelligence. In K.Field etal.(Eds.), Learning and education: Psychoanalytic perspective. International University Press, Inc.
Guzzo, R. A., Yost, P. R., Campbell, R. J., & Shea, G. P. (1993). Potency in groups:Articulating a construct. British Journal of Social Psychology , 32, 87-106.
Goleman, D. (1995). Emotional intelligence. Why it can matter more than IQ. New York: Bantam Books.
Goleman, D. (1998a). Working with Emotional Intelligence. New York: Bantam
Books.
Goleman, D. (1998). EQII: Working with Emotional Intelligence. New York : Bantam Books.
Gibson, C. B. (1999). Do they do what they believe they can？ Group efficacy and group effectiveness across tasks and cultures. Academy of Management Journal, 42, 138-152.
Goddard, R.D., Hoy, W.K., & Hoy, A.W. (2000). Collective teacher efficacy： Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467-476.
Goddard, R. D. (2002b). Collective efficacy and school organization：A multilevel analysis of teacher influence in schools. Theory and Research in Educational Administration, 1, 169-184.
Goddard, R. (2002). A theoretical and empirical analysis of the measurement of collective efficacy：The development of a short form. Educational and Psychological Measurement, 62(1), 97-110.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs：Theoretical developments, empirical evidence, and future directions. Educational Research, 33(3), 3-13.
Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1987). Parent involvement：Contribution of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24, 417-435.
Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools：The significance of collective efficacy. Educational Administration Quarterly, 38(1), 77-93.
Hoy, W. K., & Miskel, C.G. (2005). Educational administration: Theory,
research, and practice. New York: The McGraw Hill Companies.
Jung, D. I., & Sosik, J. J. (2003). Group potency and collective efficacy: Examining their predictive validity, level of analysis, and effects of performance feedback on future group performance. Group & Organization Management, 28(3), 366-391.
Jordan, P. J., Ashkanasy, N. M., & Hartel, C.E. (2002). Emotional intelligence
as a moderator of emotional and behavior reactions to job insecurity.
Academy of Management Review, 27, 361-372.
King, D. H. (1999). Measurement of differences in emotional intelligence of preservice educational leadership students and practicing administrators as measured by the multifactor emotional intelligence scale. Dissertation Abstracts International, 60(3),606A.(University Microfilms No.AAT99-22717)
Lindsley, D. H., Brass, D. J., & Thomas, J. B. (1995). Efficacy-Performance spirals： A multilevel perspective. Academy of Management of Review, 20, 645-678.
Medley, D. (1979). The effectiveness of teachers. In P. L. Peterson. and H. J.Walberg(Eds.), Research on Teaching: Concepts, Findings, and
Implications. Berkeley, CA: McCutchan.
Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17(4), 433-442.
Mayer, J. D., & Salovey, P. (1995). Emotional intelligence and the construction and regulation offeelings. Applied & Preventive Psychology, 4, 197-208.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. J. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational Implications. Basic Books: New York.
Maier, M. (1999). Move over technology-make room for emotions. TMA
Journal, 19, 34-36.
Mayer, J. D., & Cobb, C. D. (2000). Educational policy on emotional intelligence: Does it make sense? Educational Psychology Review, 12(2), 163-183.
Mayer, J. D., Salovey, P., & Caruso, D. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.). Handbook of Intelligence. Cambridge, UK：Cambridge University Press.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2000a). Models of emotional intelligence. In R. J.Sternberg (Ed.). Handbook of Human Intelligence . New York: Cambridge.
Mackenzie, S. (2001). Collective efficacy and collaborative climate in Maine high schools.(Doctoral Dissertation, The University of Maine), Dissertation Abstracts International,61(9),3426A.(AAT9986550 Pro-Quest Dissertation Abstract).
Newman, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations. Sociology of Education, 62, 221-238.
Olivier, D. F. (2001). Teacher personal and school culture characteristics in effective schools: Toward a model of a professional learning community. (Doctoral Dissertation, The Louisiana University and Agricultural & Mechanical College), Dissertation Abstracts International,62(6),2001A.
(AAT3016566 Pro-Quest Dissertation Abstract).
Prussia, G. E., & Kinicki, A. J. (1996). A motivational investigation of group effectiveness using social-cognitive theory. Journal of Applied Psychology, 81(2),187-198.
Page, R. M., & Page, T. S. (2000). Fostering emotional well-being in the classroom. Boston, Mass: Jones and Bartlett.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80 (1), 1-28.
Rose, J. S., & Medway, F. J. (1981). Measurement of teachers’ beliefs in their control over student outcome. Journal of Personality, 46, 224-259.
Ross, J. A. (1994). The impact of an inservice to promote cooperative learning on the stability of teacher efficacy. Teaching and Teacher Education,10
(4),381-394.
Schunk, D. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.
Smith, B. E. (1992). A study of the relationship of territoriality and teacher sense of efficacy to job satisfaction of elementary school teachers. (EDD., The College of William and Mary). Dissertation Abstracts International, 53, 06A. (DAO . No AAC 9226636)
Salovey, P., Hess, C., & Mayer, J. D. (1993). Emotional intelligence and the self-regulation of affect. In D. M. Wegner, & J. W. Penne baker (Eds.), Handbook of Mental Control: Century Psychology Series, Prentice-Hall, Inc.,NJ.
Sarabun, C. A. (1995). The relationship between perceived efficacy for teaching and number of years teaching: an elementary school study. (EDD., Columbia University Teachers College). Dissertation Abstracts International, 56, 07A. (DAO No. AAC 9539861)
Stys, Y., & Brown, S. L. (2004). A review of the emotional intelligence literature and implications for corrections. Canada：Research Branch, Correctional Service of Canada.
Trentham, L., Silvern, S., & Brogdon, R. (1985). Teacher efficacy and teacher compertency ratings. Psychology In the Schools, 22, 343-352.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
Webb, R. (1982). Teaching and the domains of efficacy. Paper presented at the annual meeting of the American Educational Research Association, New York.
Weiner, B. (1992). Motivation. In Alkin (Ed.), Encyclopedia of Educational Research. New York, NY: Macmillan.
Zaccaro, S.J., Blair, J., Peterson, C., & Zazanis, M. (1995). Collective efficacy. In J. E.Maddux, (Ed.). Self-efficacy, adaptation, and adjustment. New York: Plenum.