本研究綜合分析心理學與哲學之情緒相關理論，融會Erikson、Sartre、Solomon、Denzin與Lazarus等學者之觀點，以跨教學與行政系統的教師為對象， 釐清其情緒主要受人際親密感、自我價值感、社會文化、觀念及自我對教育成 效之感受的影響。教師正向情緒展現於工作幸福感，負向情緒則反映於教學 與行政上的挫折、憤怒，其成因多與職業成就、人際交往的個人因素有關，社 會因素則涉及升學競爭、教師社會地位等環境向度。而欲提升與轉化正負向 情緒，教師須嘗試訂定宏觀的目標概念、理性詮釋目標結局、轉換負面的覺知 信念與檢視意向性對象的真實性，並逐步累積正向的情緒經驗、建立適當的自 我價值感，以提升整體情緒的穩定度，促進教學效能與學校效能。

This study analyzes the theory of psychology and philosophy of emotions comprehensively and the views of scholars such as Erikson, Sartre, Solomon, Denzin and Lazarus are combined to clarify teacher’s emotion and the way of emotion management. Teacher’s emotion is affected by social culture and the feeling of interpersonal intimacy, self-worth, and influence of the younger generation in education. Teacher’s well-being reflect teacher’s positive emotions of work. On the contrary, their negative emotions are reflected in feeling of setbacks and anger while they are facing problems in teaching and affairs of administration. No matter positive or negative emotion, they are usually caused by personal factors like career achievements or interpersonal friendship, and social factors as competition in ranking of study or social status of teachers, etc. In order to enhance and transform the positive and negative emotions, teachers should try to set the more macro goals, interpret the result of target more rationally, transform negative beliefs, and double check the authenticity about the object of emotion. Moreover, teachers could get more and more experiences of positive emotion during working time. They can establish the sense of self-worth appropriately as well. If teacher’s emotion is managed stably, teaching effectiveness and school effectiveness will all be promoted.