臺中市公立國民小學教師社會支持與幸福感之研究

本研究旨在探討臺中市公國民小學教師知覺社會支持與幸福感之現況，比較不同背景變項之國民小學教師知覺社會支持以及幸福感之差異情形，並分析教師社會支持與教師幸福感之關係，最後探究教師社會支持對於教師幸福感的預測力。本研究以108學年度臺中市公立國民小學教師人數為母群體並透過SurveyCake平台，採問卷調查法進行研究資料的蒐集，回收有效問卷數為512份。樣本資料以SPSS軟體進行分析，進行描述性統計、t考驗、單因子變異數分析、皮爾森積差相關與逐步多元迴歸分析，所獲致研究結論如下:一、國小教師知覺社會支持情況屬中上程度，以「情緒性支持」最高，「工具性支持」最低。二、國小教師知覺幸福感情況屬「中上」程度，以「正向情緒」最高，「生命意義」最低。三、年資較淺、擔任行政職務及班導師職位之教師知覺社會支持程度較高。四、男性、教師兼主任職位、已婚、有子女之教師其教師幸福感知覺程度較高。五、國小教師社會支持與幸福感具有顯著正相關。六、國小教師社會支持對於教師幸福感具有顯著預測力。

關鍵字

國民小學教師；社會支持；幸福感

並列摘要

This research aims to explore teachers' perceived social support and well-being in public elementary schools in Taichung City. By comparing the differences in perceived social support and well-being of elementary school teachers with different background variables to analyze the relationship between the social support and well-being, and finally explore the predictability of teachers' social support on well-being. In this study, the 2019 academic year of elementary school teachers from Taichung City were served as the population. The survey techniques method was used to collect research data through the SurveyCake platform. 512 valid questionnaires were received in the end. The data were analyzed with descriptive statistics, t-test, one-way analysis of variance, Pearson Correlation and Stepwise Multiple-Regression Analysis through the SPSS software. The research has found the following results: 1. Elementary school teachers' perceived social support is at an upper- middle level, with ＂emotional support＂ being the highest and ＂instrumental support＂ being the lowest. 2. Elementary school teachers' perceived well-being is at an up-per-middle level, with ＂positive emotion＂ being the highest and ＂meaning of life＂ being the lowest. 3. Teachers with less experience, taking an administrative position or being a homeroom teacher perceive higher levels of social support. 4. Male teachers, hold a concurrent position as directors, are married or have children have a higher perception of well-being. 5. There is a significant positive correlation between social support and the well-being of elementary school teachers. 6. Elementary school teachers' social support has significant predictability on teachers' well-being.

並列關鍵字

elementary school teacher ； social support ； well-being

參考文獻

Cobb, S. (1976). Social support as a moderator of life stress. Phychosomatic Medience, 38 (5), 300‒314. https://doi.org/10.1097/00006842-197609000-00003

Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39 (1), 31‒36. https://doi.org/10.1007/BF02291575

卞一傑（2017）。國民中學生活教育組長社會支持與自我效能關係之研究﹝未出版之碩士論文﹞。國立臺中教育大學。