本研究旨在探討國民中學教師之教師自我效能、自我照顧與情緒勞務之關係，並檢驗教師自我效能與自我照顧對情緒勞務之預測力。本研究採問卷調查法，以114學年度全臺國民中學教師為研究對象，透過便利抽樣輔以滾雪球抽樣方式蒐集資料，正式問卷總計回收667份，剔除無效問卷後，取得有效樣本620份，有效問卷率達92.95%。研究工具包含教師自我效能量表、自我照顧量表與情緒勞務量表，並於問卷末設置開放性題項蒐集教師實際之自我照顧方法。資料分析採描述性統計、驗證性因素分析、信度分析、獨立樣本t檢定與單因子變異數分析、皮爾森積差相關、多元迴歸分析，以及開放性題項之內容分析。研究結果如下：
一、整體教師自我效能能顯著預測情緒勞務四個構面。教師自我效能越高，其「基本的情緒表達」、「情緒的多樣性」與「深層的情緒演出」程度越高，而「表層的情緒演出」程度則越低。
二、自我照顧五個構面對情緒勞務四個構面具有部分預測力。其中，「專業」自我照顧的預測結果最為一致，且方向符合研究假設；教師的專業自我照顧程度越高，其「基本的情緒表達」、「情緒的多樣性」與「深層的情緒演出」程度越高，而「表層的情緒演出」程度則越低。惟「生理」與「人際」自我照顧預測結果與研究假設方向不一致，顯示不同自我照顧面向對情緒勞務之影響具有不同功能。
三、教師自我效能與自我照顧呈顯著正相關，亦即，教師自我效能越高，越擅於自我照顧。
四、開放性題項分析顯示，國中教師的自我照顧方式具有多元樣貌，涵蓋生理休息、運動、休閒娛樂、心理調適、人際支持、靈性意義感及工作與生活界線設定等面向。
本研究依據結果提出對國中教師、學校行政與教育主管機關及師資培育之建議，並提供未來研究可探討自我照顧是否具有中介或調節效果、發展教師版自我照顧量表，以及採縱貫設計檢驗教師在教師自我效能、自我照顧與情緒勞務之關係。

This study aimed to investigate the relationships among teacher self-efficacy, self-care, and emotional labor among junior high school teachers and to examine whether teacher self-efficacy and self-care predict emotional labor. A questionnaire survey was conducted with junior high school teachers across Taiwan during the 2025 academic year. Data were collected through convenience sampling supplemented by snowball sampling. A total of 667 questionnaires were returned. After excluding invalid responses, 620 valid questionnaires were retained, yielding a valid response rate of 92.95%. The research instruments included the Teacher Self-Efficacy Scale, Self-Care Scale, and Emotional Labor Scale. An open-ended question was also included at the end of the questionnaire to collect information on teachers’ actual self-care practices. Data were analyzed using descriptive statistics, confirmatory factor analysis, reliability analysis, independent-samples t tests, one-way analysis of variance, Pearson product-moment correlation analysis, multiple regression analysis, and content analysis of the open-ended responses. The major findings were as follows:
1. Overall teacher self-efficacy significantly predicted all four dimensions of emotional labor. Higher levels of teacher self-efficacy were associated with higher levels of basic emotional expression, variety of emotional expression, and deep acting, as well as lower levels of surface acting.
2. The five dimensions of self-care partially predicted the four dimensions of emotional labor.Among them, professional self-care demonstrated the most consistent predictive pattern, and the directions of prediction were consistent with the research hypotheses. Higher levels of professional self-care were associated with higher levels of basic emotional expression, variety of emotional expression, and deep acting, as well as lower levels of surface acting. However, the predictive effects of physical self-care and interpersonal self-care were inconsistent with the hypothesized directions, indicating that different dimensions of self-care have different functions for emotional labor.
3. Teacher self-efficacy was significantly and positively correlated with self-care, indicating that teachers with higher levels of self-efficacy tended to engage in self-care to a greater extent.
4. Analysis of the open-ended responses revealed diverse self-care practices among junior high school teachers, including rest, exercise, leisure activities, psychological adjustment, interpersonal support, spiritual meaning, and the establishment of work–life boundaries.
Based on these findings, this study provides recommendations for junior high school teachers, school administrators, educational authorities, and teacher education programs. Suggestions for future research include examining the potential mediating or moderating role of self-care, developing a self-care scale specifically designed for teachers, and adopting longitudinal research designs to further investigate the relationships among teacher self-efficacy, self-care, and emotional labor.

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