本研究旨在探討國小教師在休閒涉入、休閒效益與幸福感等三者之差異及相互關係情形。休閒涉入所探討的包含吸引力、生活型態的中心性及自我表現三個構面。休閒效益所探討的包含生理效益、心理效益及社交效益三個構面。幸福感所探討的包含生活滿意、人際關係、自我肯定及身心健康四個構面。本研究以台南縣97學年度之正式國小教師為研究對象,採用問卷調查法。研究工具包括「休閒涉入量表」、「休閒效益量表」、「幸福感量表」及SPSS統計套裝軟體,資料分析的個人背景變項有性別、年齡、教育程度、服務年資、婚姻狀況及擔任職務等6項。本量表共發放500份,回收有效問卷466份,有效回收率93.20%。回收之有效樣本依研究目的及驗證假設之需,分別採用描述統計、獨立樣本t考驗、單因子變異數分析(one way ANOVA)、雪費爾法(Scheffe’s)事後比較及多元逐步迴歸分析(stepwise)等統計方法進行資料處理,研究結果發現: 一、量表各因素在背景變項差異考驗結果:在休閒涉入量表方面有不同性別及不同擔任職務等背景變項達顯著差異。在休閒效益量表方面有不同婚姻狀況及不同擔任職務等背景變項達顯著差異。在幸福感量表方面有不同年齡、不同婚姻狀況及不同擔任職務等背景變項達顯著水準。 二、以休閒涉入、休閒效益及幸福感各構面來檢視彼此間的關係,得知休閒涉入與休閒效益、休閒涉入與幸福感及休閒效益與幸福感,互相之間皆具有顯著的相關存在。 三、經多元迴歸分析發現:在休閒涉入與休閒效益對幸福感有效預測變項有「休閒效益」、「自我表現」和「生活型態的中心性」三項變項後,其聯合預測幸福感的解釋力達39.1%。國小教師之休閒涉入及休閒效益可以有效預測幸福感。
The purpose of this study was to examine the relationships among the leisure involvement, leisure benefits and well-being from elementary school teachers’ perspective. Leisure involvement explored is made up of attraction, hub of lifestyle and self-performance; leisure benefits explored include physical benefits, psychological benefits, as well as social benefits and well-being explored includes four factors, that is, life satisfaction, interpersonal relationship, self-affirmation and body and mind health. The participants of this study were the in-service teachers in Tainan County. In addition, the questionnaire method, “leisure involvement scale,” “leisure benefits scale,” “well-being scale” as well as SPSS were applied in the research and 466 out of 500 questionnaires were valid (93.20%). The findings revealed that: In different scales, individual background variables show significant differences. The interactions of leisure involvement, leisure benefits and well-being are correlated. The leisure involvement, leisure benefits of the elementary school teachers can predict the well-being.