國中教師幸福感及其相關因素之研究

古婷菊

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國中教師幸福感及其相關因素之研究

A Study of the Subjective Well-being of Teachers at Junior High Schools and Relevant Factors

古婷菊 , Masters　　Advisor：沈六　　

繁體中文

國中教師；幸福感；內外控人格特質；社會支持； junior high school teacher ； subjective well-being ； internal/external locus of control ； social support

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Abstract
The purpose of this study was to investigate the subjective well-being of junior high school teachers’ and related factors including gender, martial status, leisure satisfaction, seniority, office duty, teaching field, internal/external locus of control and social support. The research used a questionnaire entitled “Questionnaire to survey junior high school teachers’ subjective well-being” and the subjects of survey were junior high school teachers in Taiwan selected through stratified sampling. 948 effective samples were received. The data were collected and analyzed by descriptive statistics, t test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis.
The major findings were as follows:
1. The overall degree of subjective well-being for junior high school teacher in Taiwan was above average, and they scored highest in the “positive cognition” section.
2. There was no significant gender difference among the junior high school teachers in terms of positive affect, positive cognition, life satisfaction, sense of achievement from working and subjective well-being
3. There was significant difference in the junior high school teachers’ sense of achievement from working with different martial status.
4. There were significant positive correlations between leisure satisfaction and the junior high school teachers’ subjective well-being.
5. The junior high school teachers’ positive affect and sense of achievement from working varied significantly with seniority.
6. There was significant difference in the junior high school teachers’ positive affect, sense of achievement from working and subjective well-being with different office duties.
7. There was no significant difference in the junior high school teachers’ positive affect, positive cognition, life satisfaction, sense of achievement from working and subjective well-being with different teaching fields.
8. There was significant difference in the junior high school teachers’ positive affect, positive cognition, life satisfaction, sense of achievement from working and subjective well-being between internal/external locus of control.
9. The more social support a teacher receives, the higher the subjective well-being he or she has; there were significant positive correlations between support form and the junior high school teachers’ subjective well-being.
10. The variables of social support, leisure satisfaction and internal/external locus of control can forecast the junior high school teachers’ subjective well-being.
According to the study outcomes, some concrete suggestions were offered as references for the junior high school teachers, the Ministry of Education, the school administration and correlated studies in the future

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