本研究主要為探討嚴重特殊傳染性肺炎(COVID-19)疫情下線上教學教師情緒勞務、自我效能感與教學正念之關係，目的為研究並瞭解國民小學教師情緒勞務、自我效能感與教學正念之實際現況，並研究三者之間的關聯性。本研究主要透過文獻分析，採用問卷調查之方法，問卷實施以國民小學從事線上教學行為之教師為主要調查對象，共發出802份問卷，經統計其回收率80.29%，有效問卷總共有519份。問卷回收之後進行資料整理，以描述統計、結構方程式模組及拔靴法進行資料研究與分析。
根據研究之分析結果顯示，可歸納獲得以下之結論：一、國民小學教師對情緒勞務之現況具中高度知覺，以「深層偽裝」較高、「淺層偽裝」較低；二、國民小學教師對自我效能感之現況具高度知覺，以「教學策略」較高、「班級經營」次低、「學生投入」較低；三、國民小學教師對教學正念之現況具高度知覺，以「個體內正念」較高、「人際間正念」較低；四、國民小學「教師情緒勞務→自我效能感→教學正念」理論模型成立；五、國民小學教師情緒勞務透過教學正念影響教師自我效能感，教學正念具有完全中介效果。
因此，本研究根據研究之結果提出以下相關建議：一、善用進修課程與各項資源，建立專屬的情緒展示技巧；二、結合現行教育資源，提供教師創新教學支持；三、致力改變觀念與確保溝通暢通，共同經營正向師生關係；四、善用教學正念的中介作用，發揮情緒勞務功能，提升教師自我效能感。

This study was designed to investigate the relationships of primary school teachers’ emotional labor, self- efficacy and teaching mindfulness. This study aims to investigate the current status and interrelationship of primary school teachers’ emotional labor, self- efficacy and teaching mindfulness. Through literature analysis, questionnaire survey was used as the primary research method in this study. Questionnaires pertaining to the above three variables were administered to a sample of teachers from selected primary schools. There were 519 returned questionnaires with valid responses from 802 questionnaires and the return rate of 80.29%. The researcher conducted descriptive statistics, structural equation modeling (SEM) and bootstrapping for data analysis.
Based on the analysis of the results, the following conclusions: 1. Teachers of primary school have a high-mediate degree of awareness of the current situation of emotional labor, with the higher “deep acting” and the lower “surface acting”. 2. Teachers of primary school have a high- mediate degree of awareness of the current situation of self- efficacy, with the highest “Instructional strategies”, “Classroom management” is in second place, and the lowest “Student engagement”. 3. Teachers of primary school have a high degree of awareness of the current status of teachers’ teaching mindfulness, with the higher “interpersonal mindfulness” and the lower “intrapersonal mindfulness”. 4. The theoretical model of “ Teachers’ Emotional labor→ Self- efficacy→ Teaching mindfulness” was established. 5. The emotional labor influences self- efficacy through teaching mindfulness of primary school teachers, and the teaching mindfulness has an intermediary effect.
Then, the suggestions given by this study according to the research results are listed as below: 1. Making good use of teacher refresher courses and teaching resources to build their own emotional display skills. 2. Supporting teachers innovative teaching by combining current educational resources. 3. Changing traditional concepts committed and ensuring communication smooth to improve positive teacher- student relationship. 4. Making best use of teaching mindfulness as a mediator to exert the positive function of emotional labor and to enhance teachers’ self- efficacy.

壹、中文部分
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貳、英文部分
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