高中教師適應之成因探究：身心靈整合的觀點

本研究從身心靈整合的觀點，進行高中教師適應成因之研究，採用的研究變項包括：靈性、心理資本、學校生活適應等三項。研究方法為問卷調查，特以416位高屏地區高中教師為研究對象，並就問卷回收資料進行描述統計、積差相關、多元迴歸等分析。本研究主要結論有：一、教師靈性、心理資本與學校生活適應的知覺情形皆達中等程度以上；二、有宗教信仰會促使教師更重視靈性發展並有較佳的自我效能及希望感，但對學校生活適應則無有效預測效果；三、男教師自我效能感較佳，年長教師有較高度的靈性知覺、自我效能、樂觀、韌性、人際適應，兼行政職教師有較佳的個人及工作適應；四、教師的靈性、心理資本、學校生活適應兩兩之間形成正相關；五、教師的靈性、心理資本可以有效正向預測其學校生活適應，而心理資本形成中介效果。本研究據此發現提出建議供參考。

關鍵字

教師靈性；心理資本；學校生活適應

並列摘要

This study aimed to understand the causes of high school teachers' adjustment from the integrating perspective of body, mind, and spirit. Questionnaire survey was adapted to collect data of 416 high school teachers in Kaohsiung and Pingtung. The collected data were analyzed by descriptive statistics, product-moment correlation, and multiple regression analysis. The main conclusions of this study were as follows: 1. The perception of teachers' spirituality, psychological capital, and school life adjustment were all above the medium level. 2. Religious believer got more spirituality development as well as self-efficacy and hope, but no difference in adjustment with atheist. 3. Male teachers got more self-efficacy. Older teachers have higher spiritual perception, self-efficacy, optimism, resilience, and interpersonal adjustment. Teachers as an office director got higher degree of personal and job adjustment. 4. Teachers' spirituality, psychological capital, and school life adjustment were mutually positively correlated. 5. Teachers' spirituality and psychological capital could positively predict their adjustment, and psychological capital forms a mediating variable. Based on the above conclusions, some recommendations were put forwards for reference.