語言是文化的一部分，反映出一個民族的歷史傳統、生活方式與價值判斷，呈現其獨有的世界圖景，並與其他民族有所區別。生活環境的變遷會影響人的思維模式與價值取向，兩次世界大戰是至今為止人類社會所進行最大規模、傷亡最為慘重的全球性戰爭，長期處在戰爭的緊張情緒狀態之下，人的內心變得脆弱敏感，對事物的認知與感受力更加強化並且具體。 戰爭對俄羅斯民族與文化的影響可以從文學、電影、音樂等各方面探討。歌曲是大眾文化之一，歌詞的語言精練，篇幅不長卻具有完整的意境，而且帶有旋律，容易廣為流傳。歌詞的語言能夠概括地表達歌曲的意境與氛圍。本論文希望能透過歌詞文本的詞彙與概念分析，建構出俄羅斯戰爭歌曲的語言世界圖景。 本論文從俄羅斯戰爭歌曲中的關鍵詞彙探討俄羅斯語言文化的重要概念：祖國、勝利、愛、命運、生死與幸福，除了可以具體呈現抽象的俄羅斯民族心智，以語言學習的角度而言，理解這些概念所構成的語言世界圖景有助於了解俄羅斯民族的語言與文化，更能有效掌握重要詞彙的運用。本論文的語料來自俄羅斯戰爭歌曲的歌詞，除可作為語言學習者與教學者的語言文化、歷史主題課程補充教材，對於翻譯領域以及字典編撰領域也提供進一步的思考面向，更可為往後探討不同時代、類型或主題的歌曲中之語言世界圖景的研究提供參考與對照。

本研究旨在探討大學生Facebook涉入、社會資本與心理幸福感之間的關連性。本研究比較Facebook涉入是否比傳統的Facebook使用測量（Facebook使用時間、朋友數）對於社會資本、心理幸福感更具預測力。此外，本研究並探討社會資本是否為Facebook涉入、心理幸福感之間的中介變項。本研究以便利取樣抽取臺灣地區十七所大專院校，回收有效問卷數為1135份。本研究採用「Facebook現況調查」、「大學生Facebook涉入量表」、「心理幸福感量表」、以及「社會資本量表」為研究工具。收集的資料以迴歸分析、驗證性因素分析、結構方程式模型進行分析。統計分析結果發現，相較於Facebook使用時間與朋友數，Facebook涉入對於社會資本更具預測力。此外，Facebook涉入對心理幸福感的預測力也遠高於Facebook使用時間與朋友數。結構方程式模型的分析結果顯示，Facebook涉入對心理幸福感以及社會資本都顯著的正向效果；且社會資本的中介效果也達顯著。最後，本研究根據研究發現，對教育輔導實務以及未來研究提出建議。 / The purposes of this study were to investigate the relationships among Facebook involvement (FI), social capital (SC), and psychological well-being (PWB) of college students. This study compared the predictive capacity of FI, Facebook usage time (FUT) and number of Facebook friends (NFF) with regard to SC and PWB. Besides, we also investigated whether SC mediate between FI and PWB. We recruited 1135 university students based on convenient sampling from 17 colleges of Taiwan. Facebook usage survey, Facebook Involvement Scale, Social Capital Scale, and Psychological Well-Being Scale were used as measurements in this study. We analysed the collected data using regression analysis, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The analytical results showed that the standardized regression coefficients between FI and SC were significantly stronger than those of FUT and NFF. Likewise, the standardized regression coefficients between FI and PWB were also significantly stronger than those of FUT and NFF. These results indicated that FI predicted the psychological consequences of Facebook usage more effectively than FUT and NFF. The results of SEM revealed that FI had positive effect both on SC and PWB. Moreover, SC mediated between FI and PWB significantly. Some recommends for education/guidance practice and future research were given based on research findings.

本研究旨在瞭解臺北市國民中學校長正向領導、教師幸福感與教師組織承諾關係之現況，分析不同背景變項之教師在知覺校長正向領導、教師幸福感與教師組織承諾關係之差異情形，並探討三者之間的關係及影響，最後藉由校長正向領導與教師幸福感對教師組織承諾進行預測。 本研究採調查研究法，研究對象為臺北市國民中學教師，共計發出611份問卷，回收487份有效問卷，問卷有效率達80.0%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論： 一、臺北市國民中學教師對校長正向領導、教師幸福感與教師組織承諾的知覺程度皆屬於中高程度。 二、以校長正向領導、教師幸福感與教師組織承諾三變項而言，年齡與擔任職務皆是重要影響因素，皆已51歲以上與擔任主任或組長職務之教師知覺程度較高。 三、臺北市國民中學校長正向領導、教師幸福感與教師組織承諾的整體及各分層面，彼此之間具有正相關的關係。 四、臺北市國民中學校長正向領導與教師幸福感對教師組織承諾具有預測作用，以「校長正向領導」的預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長與教師以及未來研究參考。 / The purpose of this study was to investigate the current development of principal’s positive leadership, teachers’ well-being and teachers’ organizational commitment in junior high schools in Taipei City, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ organizational commitment through principal’s positive leadership and teachers’ well-being. Through the use of questionnaire survey method, data were collected teacher from junior high schools in Taipei City, distributing 611 questionnaires in total. Valid questionnaires of 487 were collected, with a usable rate of 80.0%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and multiple regression. The conclusions of this study are as follows: 1. Junior high school teachers’ perception of principal’s positive leadership, teachers’ well-being, teachers’ organizational commitment is above average 2. There are significant differences in the junior high school teachers’ perception of principal’s positive leadership, , teachers’ well-being, teachers’ organizational commitment in terms of age, and position. 3. There is a positive correlation among the principal’s positive leadership, teachers’ well-being, and teachers’ organizational commitment. 4. Principal’s positive leadership and teachers’ well-being have a predictive effect on teachers’ organizational commitment.

摘 要 本研究旨在瞭解宜蘭縣國民中學校長正向領導、兼職行政教師工作壓力與幸福感之關係，並分析不同個人背景變項在校長正向領導、工作壓力與幸福感上的差異情形，進而探討校長正向領導、工作壓力與幸福感的相關性及校長正向領導、工作壓力對幸福感的預測力。透過問卷調查法，以宜蘭縣國民中學兼職行政教師為對象，共發出329份問卷，問卷內容包括背景變項、校長正向領導問卷、工作壓力問卷與幸福感問卷。回收有效問卷325份，可用率為100％。資料統計分析上使用描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析等方法。 本研究結論如下： 一、 宜蘭縣國民中學兼職行政教師在校長正向領導整體之感受為中上。 二、 宜蘭縣國民中學兼職行政教師在工作壓力整體之感受為中等。 三、 宜蘭縣國民中學兼職行政教師在幸福感整體之感受為中上。 四、 宜蘭縣國民中學兼職行政教師背景變項在校長正向領導、工作壓力與幸福感各層面感受有所差異。 五、 宜蘭縣國民中學兼職行政教師知覺校長正向領導、工作壓力與幸福感相關有所差異。 六、 宜蘭縣國民中學兼職行政教師知覺校長正向領導、兼職行政教師工作壓力對幸福感具有預測力。 最後，本研究根據以上結論，分別針對主管教育行政機關、學校單位及未來研究者提出建議。 關鍵詞：正向領導、兼職行政教師、工作壓力、幸福感 / The purpose of the study is to understand the relationship among principal’s positive leadership, work stress and sense of well-being of administrative teachers in Yilan County junior high schools, to analyze the difference among principal’s positive leadership, work stress and sense of well-being of varied personal backgrounds, and to further examine the relativity among principal’s positive leadership, work stress and sense of well-being and how significantly sense of well-being can be predicted via principal’s positive leadership and work stress. Questionnaire survey is adopted and personal background questionnaire, principal’s positive leadership questionnaire, work stress questionnaire and sense of well-being questionnaire are included. The questionnaires were distributed to 329 administrative teachers in Yilan County junior high schools, and 325 valid questionnaires were retrieved, with 100% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis. The results of the study are as follows: 1. The overall degree of principal’s positive leadership among administrative teachers in Yilan County junior high schools was above the average. 2. The overall degree of work stress among administrative teachers in Yilan County junior high schools was at the average level. 3. The overall degree of sense of well-being among administrative teachers in Yilan County junior high schools was above the average. 4. The variables of personal background of administrative teachers in Yilan County junior high schools do influence the degree of their feeling of principal’s positive leadership, work stress and sense of well-being. 5. There are differences among administrative teachers’ awareness of principal’s positive leadership, work stress and sense of well-being. 6. Principal’s positive leadership and work stress perceived by administrative teachers in Yilan County junior high schools are predictive of perceived sense of well-being. Finally, based on the results, the study provided related suggestions to the educational and school authorities, school administrative teachers, and future researchers. Keywords: positive leadership, school administrative teachers, work stress, sense of well-being

本研究採用Ryff (1989a)的心理幸福滿足感架構，探討社會支持、人格特質、個人屬性與老年人的心理幸福滿足感的關係。受試是文山區老人服務中心、台北聯合門診中心、政治大學附近的公園與台北市私立愛愛院等四處共150位老年人。以社會支持行為量表、人格特質量表、心理幸福滿足感量表與個人屬性問卷等作為研究工具。資料分析方式採用皮爾森積差相關與多元迴歸。 研究結果顯示：1.四種社會支持型態與社會支持滿意度或多或少和心理幸福滿足感的六個部分有顯著正相關，其中以情緒支持的影響最為明顯；2.控制源、統整性、內化性等人格特質大多與心理幸福滿足感的六個部分有顯著正相關，其中統整性、內化性與心理幸福滿足感的六個部分皆有顯著正相關；3.教育程度、經濟狀況、婚姻狀況、健康狀況、家庭生活狀況等個人屬性也大多與心理幸福滿足感的六個部分有顯著正相關；4.統整性與內化性愈高，傾向內控，加上家庭生活狀況也較好的老年人，其整體老年心理幸福滿足感較佳。 最後根據研究結果與討論，針對老年人心理幸福滿足感之增進，以及未來研究方向提出若干建議。

本研究旨在探討新北市國小教師兼任行政人員角色壓力、幸福感與組織承諾之關係，並分析不同個人背景變項在角色壓力、幸福感與組織承諾上的差異情形，進而探討角色壓力、幸福感與組織承諾的相關性及角色壓力、幸福感對組織承諾的預測力。透過問卷調查法，以新北市國小教師兼任行政人員為對象，共發出576份問卷，問卷內容包括背景變項問卷、角色壓力問卷、幸福感問卷與組織承諾問卷。回收有效問卷518份，可用率為89.93％。資料統計分析上使用描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等方法。 本研究結論如下： 一、新北市國小教師兼任行政人員在整體角色壓力之感受為中等，三層面 中以角色過度負荷感受最大，角色模糊感受最小。 二、新北市國小教師兼任行政人員在整體幸福感之感受為中上程度，四層 面中以樂觀表現感受最大，身心健康感受最小。 三、新北市國小教師兼任行政人員在整體組織承諾之感受相當高，三層面中以努力意願感受最大，留職傾向感受最小。 四、新北市國小教師兼任行政人員個人背景變項在角色壓力、幸福感與組織承諾各層面感受有所差異。 五、新北市國小教師兼任行政人員知覺角色壓力、幸福感與組織承諾相關 有所差異。 六、新北市國小教師兼任行政人員知覺角色壓力與幸福感中以「工作成就」對組織承諾最具預測力。 最後，本研究根據以上結論，分別針對教育行政機關、市立國小行政主管、教師兼任行政人員以及未來研究者提出建議。 關鍵詞：教師兼任行政人員、角色壓力、幸福感、組織承諾 / The purposes of the study are to explore the relationship among role pressure, sense of well-being and organizational commitment of administrative teachers in New Taipei City elementary schools, to analyze the difference among role pressure, sense of well-being and organizational commitment of varied personal backgrounds, and to further examine the relativity among role pressure, sense of well-being and organizational commitment and how significantly organizational commitment can be predicted via role pressure and sense of well-being. Questionnaire survey is adopted and personal background questionnaire, role pressure questionnaire, well-being questionnaire and organizational commitment questionnaire are included. The questionnaires were distributed to 576 administrative teachers in New Taipei City elementary schools, and 518 valid questionnaires were retrieved, with 89.93% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis. The results of the study are as follows: 1. The overall degree of role stress among administrative teachers in New Taipei City elementary schools was at the average level, with the feeling of ‘role overload’ the highest, and the feeling of ‘role ambiguity’ the lowest. 2. The overall degree of sense of well-being among administrative teachers in New Taipei City elementary schools was above the average, with the feeling of ‘positive preference’ the highest, and the feeling of ‘mental and physical health’ the lowest. 3. The overall degree of organizational commitment among administrative teachers in New Taipei City elementary schools was very high, with the feeling of ‘hardworking intention’ the highest, and the feeling of ‘tendency to retain the job’ the lowest. 4. The variables of personal background of administrative teachers in New Taipei City elementary schools do influence the degree of their feelings of role stress, sense of well-being and organizational commitment. 5. There are differences among administrative teachers’ awareness of role pressure, sense of well-being and organizational commitment. 6. ‘Working achievement’ is the most reliable predictor to the organizational commitment of administrative teachers. Finally, based on the above-mentioned results, the study would be provided assuggestions for the educational authorities concerned, New Taipei City municipal elementary school administrators, administrative teachers and future researchers. Key words: administrative teachers, role stress, sense of well-being, organizational commitment

面對多變的時代，如何邁向未來，正向心理學所提及的心理特質，可以幫助大學生達到身、心、靈的安適。本研究旨在探討大學生在邁向未來人生中，其「用心」、「心理資本」與「心理健康」之關係。其研究目的之一：瞭解「用心」與「心理資本」能否影響不同類型的「心理健康」狀態。其研究目的之二：探討「用心」、「心理資本」、「主觀幸福感」及「憂鬱」之關係。 本研究採用問卷調查法，以大專院校學生共1,540位為對象，採用「用心評估量表」、「心理資本量表」、「主觀幸福感量表」、「臺灣憂鬱症量表」及「社會期許量表」為工具。經描述統計分析、獨立樣本t 考驗、多變量變異數分析、區別分析、結構方程式模型，得出研究結果如下： 1.大學生在用心的得分上，以「新奇產生」因素得分最高；在心理資本的得分上，以「希望」因素得分最高；在心理健康狀態的人數分布上，「大眾型」共425人，占27.6%。 2.不同性別受試在「用心」與「心理資本」有顯著差異。男性大學生在「新奇產生」與「變通性」的得分顯著高於女性大學生。女性大學生在「復原力」與「樂觀」的得分顯著高於男性大學生。 3.不同年級受試在「心理資本」有顯著差異。大一學生在「希望」的得分顯著高於大四學生。 4.不同主修領域在「用心」有顯著差異。理工醫農學群的大學生在「新奇產生」上的得分顯著高於社會科學學群的大學生。 5.「擔任志工的時間越長」與「擔任社團領導者或班級幹部」的大學生在「用心」、「心理資本」及「心理健康」上的得分顯著高於「擔任志工的時間較短」與「未擔任社團領導者或班級幹部」的大學生。 6.「幽谷型」的學生在自我效能、希望、復原力、樂觀、自我反省、體驗情緒、包容自我、新奇追求、參與、及新奇產生的得分上，顯著低於「顛峰型」的學生。 7.心理資本與主觀幸福感扮演用心對憂鬱完全中介的角色。 本研究根據資料分析結果進行討論，並對高等教育與未來研究提出建議。 / Facing a changeful time how to head for the future, the related psychological characteristic of Positive Psychology can help college students to reach the comfort in their physical, mental, and spiritual well-being. The main purpose of this study was to investigate relationships among mindfulness, psychological capital, and mental health of college students. The first goal of this study was to understand whether mindfulness and psychological capital can effect the different types of college students’ mental health status or not. The second objective of this study was to explore the relationships among mindfulness, psychological capital, subjective well-being, and depression. This study adopts a survey, comprising “Mindfulness assessment scale”, “Psychological capital scale”, “Subjective well-being scale”, “Taiwan Depression scale”, and “Social desirability Scale” of five questionnaire scales. Participants were 1,540 colleges’ students in Taiwan. The collected data are analyzed by descriptive statistics, independent samples t-test, MANOVA, discriminant analysis, and structural equation modeling. And the findings are summarized as follows: 1.“Novelty producing” factor was the highest score on “mindfulness”; while “hope” factor gets the highest score on “psychological capital” ; and “popular type” has 425 persons, occupies 27.6% on “mental health status” distribution. 2.“Different genders” of the testing have significant differences on “mindfulness” and “psychological capital”. For male college students, their testing scores on “novelty producing” and “flexibility” categories are higher than female students’; on the other hand, female students’ scores were higher than females’ on “resilience”and “optimistic” categories. 3.“Different grades” of the testing have significant differences on “psychological capital”; however freshman students’ scores were higher than senior students’ on “hope” category. 4.“Different major fields” have significant differences on “mindfulness”; however students majoring in science, medical and agriculture fields were higher than other students’ on “novelty producing” category. 5.Students as volunteers, club or class leaders get higher scores on “mindfulness”, “psychological capital”, and “mental health “. 6.“Languishing type” students score much lower than “flourishing type” students on self-efficiency, hope, resilience optimism, soul searching, experience emotional, self tolerance, novelty seeking, engagement, novelty producing, and flexibility. 7.“Psychological capital” and “subjective well-being ” play full mediator role for “mindfulness “to “depression”. This research mainly focuses on the data analyses and discussion, and finally provides suggestions for higher education and future research.

為因應高齡者參與志願服務的趨勢發展及對個人職場高齡志工的關懷，本研究旨在了解醫院高齡志工老化態度與幸福感現況，探討不同背景變項的醫院高齡志工在老化態度與幸福感的差異，並探討兩者間之相關情形，根據研究結果提出建議，以供相關單位及研究上之參考。 本研究係以研究者服務的醫學中心年滿60歲以上的高齡志工為研究對象，採用問卷調查法蒐集資料，以研究者自編的「醫院高齡志工老化態度與幸福感量表」為研究工具，共發出230份問卷，回收有效問卷218份，所得資料透過SPSS for Windows 18.0版的統計軟體，以描述性統計、獨立樣本t檢定、單因子變異數分析、雪費（Scheffe）事後檢定及皮爾森積差相關等統計方法加以分析，獲致實證結果。 根據分析結果，研究主要發現如下： 一、醫院高齡志工的老化態度呈現正向，以「老化認知」得分最高。 二、醫院高齡志工的幸福感極佳，以「社會參與」得分最高。 三、老化態度方面：不同健康狀況之醫院高齡志工其老化態度有顯著差異；在不同婚 姻狀況之醫院高齡志工僅「老化認知」層面的知覺上有差異。 四、幸福感方面：在年齡、經濟狀況與健康狀況等不同背景變項之醫院高齡志工其幸 福感有顯著差異。 五、醫院高齡志工老化態度與幸福感之間有顯著正相關。 / To Response to elderly participant in the trend of development of volunteer service, and care for personal vocational elderly volunteer, this study aimed to research the current condition of the hospital elderly volunteers in term of their attitudes toward aging and well-being of the hospital elderly Volunteers. Then we try to study on hospital elderly volunteers of different background variables in differences attitude towards aging and well-being, and find the relationship between attitude towards aging and well-being. According to the above findings, we try to provide the respective suggestions to coherent units for reference. Regarding the researchers service medical center above 60 years elderly volunteers as the research object, this research adopts the investigation method of the questionnaire. To utilize hospital elderly volunteers of attitudes toward aging and well-being questionnaire as measure tool, 230 questionnaires were sent. The final effective samples were 218. SPSS for Windows 18.0 was used in this study. By using reliability analysis, descriptive statistical analysis, independent sample t-test, one-way ANOVA, Scheffe and Pearson correlation analysis, we had good findings. According to the result of analysis, the findings were summarized as follows: 1.The attitude toward aging that the hospital elderly volunteers present the progressive orientation and the highest score to “Aging Cognition.” 2.The present condition of the hospital elder volunteer’s well-being was extremely good, and the highest score to” Social Participation.” 3.In the attitude toward aging, there are significant differences in the hospital elderly volunteer’s attitude toward aging of different health status. There are significant differences in the hospital elder volunteer’s “Aging Cognition” of different marital status. 4.In the well-being, there are significant differences in the different background variables of age, economic status and health status, such as hospital elderly volunteer’s their well-being. 5.There is apparent positive correlation between the hospital elderly volunteer’s attitude toward aging and well-being.

本文旨在以現代消費的眼光重新閱讀左拉的小說《婦女樂園》。論文主要分為三個部份，即透過作者對於時間、空間以及女性人物的描寫，分析小說中所蘊涵的消費社會特性，並以《婦女樂園》為消費社會之前奏作結。 / Cette recherche est une redécouverte du roman zolien, Au Bonheur des Dames, sous l’angle consommatoire. Elle se divise en trois parties et s’articule autour de trois aspects de l’écriture romanesque de Zola : la description du temps, de l’espace et des personnages féminins. Faisant preuve des grands éléments caractéristiques d’une société de consommation, cette étude conclut l’œuvre comme une représentation du prélude de l’ère de consommation.

本研究係以「後設分析」為研究方法，共採納國內二十四篇「人格特質與教師幸福感」與「社會支持與教師幸福感」的相關研究，以探究我國當前人格特質、社會支持與教師幸福感的現況，並探討不同調節變項對「人格特質與教師幸福感」或「社會支持與教師幸福感」的相關性之影響情形，其分析結果如下： 整體人格特質與教師幸福感在隨機效果模式下，其平均效應值為0.4330，表示教師的人格特質對其幸福感具有中高程度(.10<0.4330<.50)的正向影響。然整體人格特質與教師幸福感間卻存在高異質性(Q=65.22；p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、婚姻狀況、教育程度以及任教階段共四項。 此外，人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感在隨機效果模式下，除神經質對教師幸福感具有中程度(.10<|-0.3952|<.50)的負向影響外；其他人格特質，如外向性、開放性、友善性、嚴謹性等都對教師幸福感具有中至高程度的正向影響。然人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感間卻都存在高異質性(p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、年齡、婚姻狀況、教育程度、任教階段以及任教地區共六項。 而社會支持與教師幸福感在隨機效果模式下，其平均效應值為0.5564，表示教師若獲得社會支持的程度愈高，其幸福感也會愈高，兩者間具有高程度(0.5564＞.50)的正向影響。然儘管社會支持與教師幸福感間存在高異質性(Q=326.45；p<.001)，經研究後，受限於所納入的資料，未能發現具有顯著差異的調節變項。 最後，根據研究發現提出具體建議，以供教師、學校、相關教育行政單位及未來研究者參考。 / The present research employs meta-analysis as methodology based on the findings of 24 researches related to both the relationships between personality trait and teacher’s well-being, and the relationships between social support and teacher’s well-being. The purpose of this study is to understand the current status of the relationships between personality trait, social support and teacher’s well-being in Taiwan. The main findings of this study were summarized as follows: Under the random-effects mode, the average effect value suggests that the mean effect size of personality trait and teacher’s well-being is 0.4330. There is a high heterogeneity between the overall personality traits and teacher’s well-being(Q=65.22；p<.001). For the relationships between personality trait and teacher’s well-being,4 moderators（i.e., teacher gender, marital status, educational level and teaching stage）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect results between the detail of personality traits and teacher’s well-being suggests that in personality traits, only neuroticism on teacher’s well-being with moderate (.10 <| -0.3952 | <.50) negative impact; other personality traits, such as extroversion, openness, agreeableness, conscientiousness, etc. have a sense of teacher’s well-being moderate to high degree of positive impact. There is a high heterogeneity between the details of the personality traits and teacher’s well-being(p<.001). For the relationships between The detail of the personality traits and teacher’s well-being, 6 moderators（i.e., teacher gender, age, marital status, educational level, teaching stage and teaching area）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect value suggest that the mean ESs of social support and teacher’s well-being is 0.5564. Although there is a high heterogeneity between social support and teacher well-being (Q = 326.45; p <.001). Due to limitations of the study, there shows no significant difference on moderator variables The findings not only provide helpful information to teachers, schools, education authorities, but also generate practical suggestions for future studies.