本研究旨在探討雙北公立高中教師情緒勞務與素養導向教學效能之現況，了解不同背景變項之差異，同時分析雙北公立高中教師情緒勞務與素養導向教學效能之關係，以及教師情緒勞務對素養導向教學效能的預測情形。
　　本研究採用問卷調查法進行研究，以分層隨機抽樣方式，抽取雙北公立高中54所，900位教師，發放網路問卷，回收問卷553份，有效問卷553份，問卷回收率為60%，可用率為100%。問卷回收後進行統計分析，分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關分析和逐步多元迴歸分析等統計方式。本研究結論如下：
一、雙北公立高中教師情緒勞務知覺屬中高度知覺，其中以「情緒勞務規範」
　　層面知覺度最高。
二、雙北公立高中教師素養導向教學效能屬中高知覺度，其中以「素養導向班
　　級經營」層面知覺度最高。
三、不同教育程度及擔任職務之雙北公立高中教師在教師情緒勞務知覺度上有
　　顯著差異。
四、不同教育程度及擔任職務之雙北公立高中教師在素養導向教學效能上有顯
　　著差異。
五、雙北公立高中教師情緒勞務與素養導向較能上有非常高度正相關。
六、雙北公立高中教師情緒勞務對素養導向教學效能具有預測力，其中以「情
　　緒勞務規範」預測力最佳。
　　本研究基於上述研究結論，分別針對教育行政機關、學校行政單位、高中教師，以及未來相關就提出建議，以供參考。

The purpose of this study was to explore the current status of emotional labor and competency-based teaching effectiveness among public high school teachers in Taipei and New Taipei City. It examines differences across various background variables, analyzes the relationship between emotional labor and competency-based teaching effectiveness, and investigates the predictive power of emotional labor on teaching effectiveness.
　　An online questionnaire survey was employed as this research method. Using stratified random sampling, the study selected 900 teachers from 54 public high schools in the Taipei and the New Taipei metropolitan area. A total of 553 valid questionnaires were collected, yielding a response rate of 60% and a usability rate of 100%. The data were analyzed using descriptive statistics, independent samples t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis. The main findings are as follows:
1. The public high school teachers’ perception in Taipei and New Taipei City of emotional labor was at a moderately high level, with the highest perception in the dimension of emotional display rules.
2. The public high school teachers’ perception in Taipei and New Taipei City of literacy-oriented teaching efficiency was at a moderately high level, with competency-based classroom management scoring the highest.
3. There are significant differences in Teacher’s Emotional Labor of different educational backgrounds and positions held of public high school teachers in Taipei and New Taipei City.
4. There are significant differences in literacy-oriented teaching efficiency of different educational backgrounds and positions held of public high school teachers in Taipei and New Taipei City.
5. There is a strong positive correlation between the teacher’s emotional labor and literacy-oriented teaching efficiency of public high school teachers in Taipei and New Taipei City.
6. The teacher’s emotional labor of public high school teachers in Taipei and New Taipei City can significantly predict literacy-oriented teaching efficiency, with emotional display rules being the strongest predictor.
　　Based on the above conclusions, the study offers practical suggestions for educational authorities, school administrators, high school teachers, and future researchers.