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近年来,面对教育城乡落差扩大,偏远地区教师流动频繁直接影响学童学习成效,而由过去文献发现情绪与离职具关联性。因此,本研究以偏远地区小学教师情绪耗竭为自变量,探讨对离职倾向之影响。研究方法以高雄市偏远地区小学教师为研究对象,采问卷调查方式,透过405名教师的有效问卷,进行验证性因素分析、信度分析、描述性统计分析、独立样本t检定、单因子变异数分析、皮尔森积差相关分析以及回归分析。研究结果发现偏远地区小学教师原生地在情绪耗竭上达显着差异,而情绪耗竭对离职倾向有显着正向影响。针对上述结果,本研究对教育行政主管机关、偏远地区小学、偏远地区小学教师提出相关建议。
In recent years, in the face of the widening gap between urban and rural education, the flow of teachers in remote areas has a direct and direct impact on the learning outcomes of schoolchildren. However, the past literature finds that there is a correlation between emotion and separation. Therefore, in this study, primary school teachers in remote areas of emotional exhaustion as an independent variable to explore the impact of turnover intention. Research Methods Taking the primary school teachers in remote areas of Kaohsiung City as the research object, questionnaire survey method was adopted. Through valid questionnaires of 405 teachers, confirmatory factor analysis, reliability analysis, descriptive statistical analysis, independent sample t test, single factor mutation Number analysis, Pearson product difference correlation analysis and regression analysis. The study found that primary school teachers in remote areas were significantly different in their emotional exhaustion, while emotional exhaustion had a significant positive impact on turnover intention. In view of the above results, this study puts forward some suggestions to the education administrative authorities, elementary schools in remote areas and elementary school teachers in remote areas.