本研究的目的在探討嘉義市國小教師社會支持與情緒勞務對工作倦怠之影響。研究對象為嘉義市的國小教師，以分層叢集抽樣的方式進行樣本的選取與量表的施測，計抽取8校482人，再將所得資料以SEM進行處理與分析。研究結果顯示：（1）家人支持對情緒勞務（規範式情緒勞務與內化式情緒勞務）具有直接的影響效果。（2）同事支持對情緒勞務（規範式情緒勞務與內化式情緒勞務）具有直接的影響效果。（3）學生家長支持對內化式情緒勞務具有直接的影響效果。（4）規範式情緒勞務對工作倦怠具正向且直接的影響效果。（5）內化式情緒勞務對工作倦怠具負向且直接的影響效果。最後，本研究依據研究結果進行討論並提出建議，作為教師、學校及相關行政機關及未來研究的參考。 The present of the study is to explore the effects of social support and emotional labor on elementary school teachers’ job burnout. The cluster sampling was used to collect the data consisted of 482 elementary school teachers. They were recruited from 8 elementary schools from Chiayi. The instruments used in the study included the Social Support Scale, Emotional Labor, and Job Burnout Scale. The collection data were analyzed by Structural Equation Modeling (SEM). The results of this study were summarized as follows: (1) family support had direct effect on emotional labor (normalized emotional labor and internalized emotional labor ). (2) Coworker support had direct effect on emotional labor (normalized emotional labor and internalized emotional labor ). (3) Student-Parents Support had direct effect on internalized emotional labor. (4) normalized emotional labor had positive and direct effect on job burnout. (5) internalized emotional labor had negative and direct effect on job burnout. Finally, detail results and suggestions for further research and implementation were discussed.
