ABSTRACT

THE PURPOSE OF THIS STUDY WAS TO EXPLORE THE CURRENT SITUATION AND THE CORRELATIONS BETWEEN EMOTIONAL INTELLIGENCE, PERCEIVED STRESS AND TEACHING EFFICACY OF KINDERGARTEN TEACHERS IN MACAO. THE RESEARCH METHOD WAS QUESTIONNAIRE SURVEY THAT USED “THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, PERCEIVED STRESS AND TEACHING EFFICACY OF KINDERGARTEN TEACHERS IN MACAO.” AS A DATA COLLECTION TOOL, WHILE THE RESEARCH OBJECT WERE THE KINDERGARTEN TEACHERS IN PUBLIC AND PRIVATE SCHOOLS IN MACAO. A TOTAL OF 269 VALID QUESTIONNAIRES ARE RECOVERED, THE VALID RETURN RATE WAS 100%. STATISTICAL ANALYSIS WAS PERFORMED AFTER THE QUESTIONNAIRES WERE COLLECTED, THE RESEARCH RESULTS ARE SUMMARIZED AS FOLLOWS: 1.        THE TEACHERS’ EMOTIONAL INTELLIGENCE WAS AT A HIGH INTERMEDIATE LEVEL. THE SIGNIFICANT DIFFERENCES OF EMOTIONAL INTELLIGENCE WERE FOUND AMONG TEACHERS WITH VARYING BACKGROUND VARIABLES SUCH AS MARITAL STATUS, TEACHING EXPERIENCE AND INCLUSIVE EDUCATION EXPERIENCE. 2.        THE TEACHERS’ PERCEIVED STRESS WAS AT A LOW INTERMEDIATE LEVEL. THE SIGNIFICANT DIFFERENCES OF PERCEIVED STRESS WAS FOUND AMONG TEACHERS WITH VARYING BACKGROUND VARIABLES SUCH AS TEACHING EXPERIENCE. 3.        THE TEACHERS’ TEACHING EFFICACY WAS AT A HIGH INTERMEDIATE LEVEL. THE SIGNIFICANT DIFFERENCES OF TEACHING EFFICACY WERE FOUND AMONG TEACHERS WITH VARYING BACKGROUND VARIABLES SUCH AS MARITAL STATUS, TEACHING EXPERIENCE AND INCLUSIVE EDUCATION EXPERIENCE. 4.        THERE WAS SIGNIFICANT NEGATIVE CORRELATION BETWEEN TEACHERS’ EMOTIONAL  INTELLIGENCE AND PERCEIVED STRESS. 5.        THERE WAS SIGNIFICANT POSITIVE CORRELATION BETWEEN TEACHERS’ EMOTIONAL  INTELLIGENCE AND TEACHING EFFICACY. 6.        THERE WAS SIGNIFICANT NEGATIVE CORRELATION BETWEEN TEACHERS’ PERCEIVED STRESS AND TEACHING EFFICACY. 7.        THE TEACHERS’ EMOTIONAL INTELLIGENCE AND PERCEIVED STRESS COULD PREDICT TEACHING EFFICACY. 本研究旨在探討澳門幼稚園教師情緒智力、壓力知覺與教學效能關係之現況及相關情形。研究方法是以問卷調查方式進行，以本澳公立及私立學校的幼稚園教師作研究對象。是次回收有效問卷為269份，問卷回收率達100%，問卷回收後進行統計分析。本研究結果顯示如下： 一、本澳幼稚園教師情緒智力達到中高程度，整體情緒智力因婚姻狀況、教學年資及融合教育經驗的不同而有顯著差異； 二、本澳幼稚園教師壓力知覺呈現中下程度，整體壓力知覺因教學年資的不同而有顯著差異。 三、本澳幼稚園教師教學效能達到中高程度，整體教學效能因婚姻狀況及融合教育經驗的不同而有顯著差異； 四、情緒智力與壓力知覺呈現負相關； 五、情緒智力與教學效能呈現正相關； 六、壓力知覺與教學效能呈現負相關。 七、情緒智力、壓力知覺對整體教學效能具有顯著預測力。    本研究依據上述研究之結果提出建議給予政府、學校行政機關、幼稚園教師及未來研究者作參考。