隨者時代的進步，資訊越來越透明，員工和其家人在衡量一家企業是否成功時，已不僅僅單看財務面，同時也會衡量企業對待員工的方式與工作帶給員工工作時間的影響。許多企業為了能夠招募優秀的人才，與留住優秀的員工，也已經開始正視職場幸福感所能為公司帶來的正面效益。 本研究將以先前學者之研究作為基礎，並將視野聚焦於人資部門所提供的措施與職場幸福感之研究。透過問卷的方式，挑選工作經驗兩年以上者作為受測者，以主管的行為做為干擾變項，衡量其對兩者間關係的影響，並透過質化的方式，找出個人角色與工作角色是如何互相影響。期望透過此篇論文，能找出員工對於挑選企業時所重視的要素，並探討主管該如何協助員工。 本研究主要目的在於探討員工的工作環境與幸福感的關係，並由個人的工作生活平衡與主管作為來探討其如何對工作環境與幸福感的關係造成影響。本研究以員工幸福感為依變數，自變數為整體工作環境，並分析工作生活平衡與主管作為之干擾效果。 本研究針對在職兩年以上的員工進行網路問卷調查，共計收回130份有效問卷。主要使用階層迴歸驗證主要的假設。 結果顯示， 整體工作環境、工作生活平衡、主管作為均與幸福感呈現正向顯著關係，且可顯著預測幸福感。工作生活平衡對整體工作環境與幸福感的交互作用有邊際顯著；主管作為對整體工作環境與幸福感無顯著干擾作用。

過往職場負向互動的研究多關注加害者與加害行為，但負向互動對於受害者的衝擊則該端視受害者本身的屬性與主觀理解而有不同，而職場受害試圖從受害者的角度來理解職場間的負向互動。本研究希望能探討個體的受害者敏感性與職場受害的關聯，以及職場受害對個體的幸福感及離職意圖造成的影響，此外更進一步探討知覺組織正義氣候可能對受害者敏感性與職場受害關係的調節效果。本研究採時間間隔的方式，以問卷調查法施測，共得222份有效樣本，研究結果發現受害者敏感性能預測職場受害，而職場受害能負向預測幸福感以及正向預測離職意圖，但是知覺組織正義氣候對於受害者敏感性與職場受害關聯的調節效果則未獲支持。最後，針對本研究之結果進行討論，並說明理論貢獻、管理意涵、研究限制以及未來建議。

本研究旨在探討正向心理介入方案對大學生正向心理的影響，以及正向心理介入方案、正向因應策略與主觀幸福感的關係。受試者為國立政治大學的大學生，有效樣本為130人。本研究採問卷調查法，施以情緒溫度計量表、主觀幸福感量表、臺灣憂鬱情緒量表、臺灣正向比量表、臺灣巔峰幸福感量表、靈性幸福感量表、正向因應策略量表及心理資本量表，並蒐集前測與後測資料。資料分析方法包含：成對樣本t檢定、獨立樣本t檢定、單因子變異數分析、內容分析法及結構方程式模型。本研究主要發現如下： 一、在前、後測方面 （一）大學生在「主觀幸福感」、「主觀幸福感」分量表之「社會幸福感」及「情緒幸福感」、「情緒刻度」、「快樂時間」、「持平時間」、「正向因應策略」、「巔峰幸福感」、「巔峰幸福感」分量表之「正向機能」及「正向情緒」、「靈性幸福感」、「靈性幸福感」分量表之「團體靈性幸福感」、「環境靈性幸福感」及「超然靈性幸福感」、「正向比」、「心理資本」、「心理資本」分量表之「復原力」、「希望」及「樂觀」上有顯著差異。 二、在背景變項方面 （一）不同性別大學生在「正向心理介入方案」上有顯著差異。 （二）不同性別大學生在「負向情緒」上有顯著差異。 （三）不同年級大學生在各背景變項上皆無顯著差異。 三、在結構模式方面 （一）正向心理介入方案對正向因應策略有直接正向效果。 （二）正向心理介入方案對主觀幸福感有直接正向效果。 （三）正向因應策略對主觀幸福感有直接正向效果。 　　最後，研究者根據研究結果與討論，針對高等教育及未來研究提出若干建議。 / The main purpose of this study was to explore the positive psychology intervention effects on college students, and also the relationships among positive psychology interventions, positive coping strategies and subjective well-being. The participants included 130 college students sampled from National Chengchi University. The pretest and posttest data were both collected by questionnaires, including the Emotional Thermometer Scale, the Subjective Well-Being Scale, the Taiwan Depression Scale, the Taiwan Positivity Scale, the Taiwan Flourishing Scale, the Spirituality Well-Being Scale, the Positive Coping Scale, and the Psychological Capital Scale. Moreover, the data analysis was based on paired-samples t-test, independent-sample t-test, one-way ANOVA, content analysis method, and SEM. The main results were summarized as follows: About the pretest and posttest: 1.Students were significantly different in the scores of subjective well-being, social well-being, emotional well-being, emotional degree, happy time, balanced time, positive coping strategy, flourishing well-being, positive function, positive emotion, spirituality well-being, group-spirituality well-being, environment-spirituality well-being, super spirituality well-being, positivity, psychological capital, resilience, hope, and optimism. About the background variables: 1. Students with different gender were significantly different in the scores of positive psychology interventions. 2. Students with different gender were significantly different in the scores of negative emotion. 3. Students with different grade were not significantly different in the scores of background variables. About the structural model: 1. Positive psychology interventions had positive influence on positive coping strategy directly. 2. Positive psychology interventions had positive influence on subjective well-being. 3. Positive coping had positive influence on subjective well-being. Based on the results and discussion of this study, directions of higher education and future research were suggested.

本研究目的主要先探討職業婦女日常創意生活經驗現況；然後研究職業婦女的背景變項(婚姻狀況、年齡、子女數、最小子女年齡、職業別)與日常創意生活經驗的關係；最後再深入探討職業婦女之日常創意生活經驗與幸福感間關係。 本研究採取問卷調查法，以研究者自編的「職業婦女之日常創意生活經驗量表」，及「中國人幸福感量表」為調查研究工具。研究過程可分為三階段，第一階段先以開放式問卷訪談幾位有豐富創意生活經驗的職業婦女，編製「職業婦女之日常創意生活經驗量表」。第二階段，以方便取樣的方式，抽取一百名職業婦女進行預試。第三階段正式施測，以方便取樣的方式，抽取以新竹以北之縣市為主的職業婦女，共得370份有效問卷。並將收集資料以描述性統計、t檢定、單因子變異數分析、迴歸分析、集群分析進行分析。 本研究主要發現如下： 一、職業婦女的日常創意生活經驗的內涵可分為六個向度，分數由高至低分別為：「運用資源處理生活事務性創意」、「空間或概念重組性創意」、「運用專業知識或技術性創意」、「人際互動性創意」、「即興的表達與因應性創意」、「家務性創意」。 二、不同婚姻狀況、不同子女數的職業婦女在日常創意生活經驗上無顯著差異。 三、不同最小子女年齡、不同職業別、不同年齡的職業婦女在日常創意生活經驗上有顯著差異。 四、不同背景變項的職業婦女在幸福感上無顯著差異。 五、職業婦女的日常創意生活經驗對幸福感有顯著的預測力。 六、職業婦女的創意類型可分為四種：「全面創意型」，「懶人創意型」，「平凡無奇型」，「一成不變型」，且四類型的幸福感有差異。 綜合上述結果，本研究發現越會使用日常創意生活經驗的職業婦女，其幸福感越高。特別是越會使用「人際互動性創意」「即興的表達與因應性創意」、「運用資源處理生活事務性創意」創意生活經驗的職業婦女，幸福感越高。 最後，根據本研究的結果與討論為職業婦女、其他相關人員、諮商實務工作及未來研究提出建議。 / The relationship between creative life experiences and happiness of working women. The main purpose of this study was to explore the relationship between creative life experiences and happiness of working women. The participants included 370 working women in the north of Taiwan. The employed instruments were Working women’ creative life experiences scale and Chinese happiness inventory-5item version. The applied analysis methods are Descriptive, Independent Sample T Test, One-Way Analysis of Variance, Pearson Product-Moment Correlation, Linear Regression ,and Cluster analysis. The main findings of this study were as follows: 1. Working women’s creative life experiences were as follows in sequence: “Manage resource to handle life problem creatively”, “Reconstruct space and concept creatively”, “Apply the professional knowledge and skill creatively”, “Interpersonal creativity”, “Extemporaneous communication and coping creatively”, “Housekeeping creativity”. 2. There are no differences between married and single working women in creative life experiences, and also among having different children of working women. 3. Both the age of working women and children, as well as working type had influences on creative life experiences of working women. 4. Creative life experiences had positive influences on the happiness of working women. 5. The creativity of working women can be divided into four types：fully-creative, lazybones creative, ordinary creative, fixed creative.

本研究旨在瞭解畢業自不同國高中班級組織型態之大學生幸福感的概況，並分析人格特質、壓力因應方式與畢業自不同國高中班級組織型態之大學生幸福感間之關係。 本研究採取問卷調查法，以便利取樣的方式，選取台灣地區北部畢業自不同國高中班級組織型態之大學生591人為研究對象，以「自尊量表」、「內外控量表」，「壓力因應方式量表」及「幸福感量表」為研究工具。所蒐集資料以描述統計、單因子變異數分析、皮爾遜積差相關分析、多元逐步迴歸等方法進行統計分析。 本研究的主要發現如下： 一、大學生整體幸福感為中間偏高的程度。其自我肯定、人際關係、身心健康及生活滿意度皆呈現偏向正向的態度，尤其人際關係方面，但身心健康方面的平均得分是相對較低的。 二、畢業自不同國高中班級組織之大學生，其整體幸福感並無顯著差異存在。但畢業自「男合合」國高中班級組織大學生之身心健康顯著高於畢業自「女合合」國高中班級組織大學生。 三、情緒取向積極因應方式、自尊及問題取向積極因應方式，為預測畢業自「男合合」國高中班級組織型態大學生的整體幸福感之重要變項，總變異量為39.6％。且情緒取向積極因應方式、自尊及問題取向積極因應方式與其整體幸福感及各層面間皆存有正相關。 四、自尊、問題取向積極因應方式、情緒取向積極因應方式及情緒取向消極因應方式為預測畢業自「男合分」國高中班級組織型態大學生的整體幸福感之重要變項，總變異量為46.9％。且自尊、問題取向積極因應方式及情緒取向積極因應方式與其整體幸福感及各層面間皆存有正相關；情緒取向消極因應方式則與其整體幸福感及人際關係、生活滿意度間皆存有負相關。 五、自尊、情緒取向積極因應方式及問題取向積極因應方式為預測畢業自「女合合」國高中班級組織型態大學生的整體幸福感之重要變項，總變異量為35.2％。且自尊、情緒取向積極因應方式及問題取向積極因應方式，與其整體幸福感及各層面間皆存有正相關。 六、自尊、情緒取向積極因應方式及內外控為預測畢業自「女合分」國高中班級組織型態大學生的整體幸福感之重要變項，總變異量為28.9％。且自尊及情緒取向積極因應方式與其整體幸福感及各層面間皆存有正相關；內外控則與整體幸福感及自我肯定、人際關係、生活滿意度間皆存有負相關。 七、唯有情緒取向消極因應方式為預測畢業自「女分分」國高中班級組織型態大學生的整體幸福感之重要變項，總變異量為14.9％。且情緒取向消極因應方式與其生活滿意度間存有負相關。 本研究最後根據研究發現與結果，對畢業自不同國高中班級組織型態之大學生幸福感的經營及未來研究方面提出具體的建議。

本研究旨在探討國小二年級兒童才藝補習、父母教育期望與幸福感的關係。主要目的有七：一、瞭解目前台北市國小二年級兒童參加才藝補習的概況。二、瞭解目前有參加才藝補習的台北市國小二年級兒童其父母教育期望現況。三、瞭解目前有參加才藝補習的台北市國小二年級兒童幸福感的概況。四、探討不同性別、家庭社經地位，國小二年級兒童參加才藝補習的概況及其間之差異。五、探討不同父母教育期望，國小二年級兒童參加才藝補習的概況及其間之差異。六、探討國小二年級兒童參加才藝補習的不同，其幸福感有差異。七、探討背景變項、父母教育期望、兒童才藝補習對國小二年級兒童幸福感的預測力。 本研究採問卷調查法，以台北市十二個行政區之公立國小二年級兒童及其家長為研究對象，蒐集到有效樣本275對。使用的工具包括「個人基本資料調查表」、「兒童才藝補習調查問卷」、「父母教育期望量表」及「國小二年級兒童幸福感量表」。在資料處理方面，以描述統計、T檢定、卡方獨立性考驗、單因子變異數分析以及多元迴歸分析考驗研究假設，並進行分析，主要發現如下： 一、有參加才藝補習台北市國小二年級兒童其父母教育期望屬「中、高期望」。 二、目前台北市國小二年級兒童才藝補習漸增，且較重視知識型才藝補習。 三、有參加才藝補習的台北市國小二年級兒童幸福感大致良好，有「中等以上」程度。 四、背景變項對兒童才藝補習的關係，受家庭社經地位影響最大。 五、父母教育期望對兒童才藝補習並無顯著影響。 六、兒童才藝補習與兒童幸福感無顯著差異。 七、在背景變項、父母教育期望、兒童才藝補習對國小二年級兒童幸福感的預測力中，只有「同時參加知識型與運動型」的才藝補習對幸福感有預測力。 / The purpose of this study was to explore the relationship anomg After-School learning, educational expectation of parents and Well-being of Elementary School Children. The main purposes of this study were as follows： 1. Understanding of the current Taipei in second grade children to participate in an overview of after-school learning, educational expectations of their parents , and well-being. 2. Analyzing the differences of the after-school learning influenced by different gender, family socio-economic status, and educational expectaion. 3. Exploring second-grade children participated in different after-school learning classes, the difference between their well-being 4. Understanding the predictions of well-being of second grade children influenced by gender, socioeconomic status, educational expectation, and after-school learning. The questionnaire survey was adopted. By means of the random sampling, 275 students and their parents were chosen from the second grade in 12 Taipei municipal elementary schools as the objects of the study. The instruments used in the study were “Basic Information Questionnaire”, “After-School Learning Inventory”, “Educational Expectations Scale” ,and “Children Well-being Scale”. The statistical methods used to analyze the data were descriptive statistics, t-test, Chi-square test of independence, one-way anova, and multiple regression analysis. The results go as follows： 1. The second grade elementary school children participating in after-school learning classes, their parents looked forward to ”middle and high expectations”. 2. The second grade elementary school children participated in more and more after-school learning, especially knowledge-based after-school learning classes. 3. The well-being of second grade elementary school children participating in after -school learnig was above average. 4. The difference of the after-school learning are influenced by different background variables, especially socioeconomic. 5. There were no differences between educational expectation of parents and after-school learning. 6. There were no differences between after-school learning and well-being of elementary school children. 7. Participating in knowledge-based and sports-based after-school learning classes at the same time could predict well-being of second grade elementary school children.

本研究旨在了解桃竹苗地區國小教務主任工作壓力、復原力及幸福感之概況、不同背景變項國小教務主任工作壓力、復原力及幸福感差異、不同背景變項國小教務主任工作壓力、復原力及幸福感間的關係、工作壓力及復原力對幸福感的預測力及復原力在工作壓力及幸福感間的調節作用。 本研究以桃竹苗四縣市公立國民小學教務主任為施測樣本，以「國小教務主任工作壓力量表」、中文版「成人復原力量表」及「中國人幸福感量表」為研究工具，共發出問卷424份，有效樣本356份。所蒐集的資料採用t考驗、單因子變異數分析、皮爾遜積差相關、逐步迴歸和層次迴歸進行資料分析，最後獲致五項結論： 一、桃竹苗地區國小教務主任工作壓力屬中下程度，其中以「行政負荷」的壓力感受最高；復原力屬中上程度，其中以「家庭團結」復原力得分最高；幸福感屬中上程度。 二、背景變項不同之國小教務主任工作壓力、復原力及幸福感的差異為： 1.「女性」國小教務主任的「整體復原力」及「社會資源」復原力高於「男性」主任。 2.「40歲以下」國小教務主任的「專業能力」工作壓力高於「46歲以上」者。 3.「一般大學或學院畢業」之國小教務主任在「專業能力」上的工作壓力高於學歷為「研究所以上畢業」者。 4.「已婚」國小教務主任的「家庭團結」復原力高於「未婚」者。 5.年資「16至20年」國小教務主任在「人際關係」上的工作壓力高於年資「21年以上」者；而年資「10以下」國小教務主任在「專業能力」上的工作壓力高於年資「21年以上」者。 6.學校規模不同之國小教務主任的工作壓力、復原力及幸福感沒有顯著差異存在。 7.學校所在地不同之國小教務主任的工作壓力、復原力及幸福感沒有顯著差異存在。 三、不同背景變項之國小教務主任，其工作壓力、復原力與幸福感間的 關係為： 1.不同背景變項之國小教務主任的「整體工作壓力」和各分量表與幸福感間的關係皆為負相關。 2.不同變景變項之國小教務主任的「整體復原力」和各分量表與幸福感間的關係皆為正相關。 四、國小教務主任工作壓力、復原力及幸福感的解釋力為： 1.「角色衝突」及「人際關係」上的工作壓力可以有效預測國小教務主任的「幸福感」，解釋的總變異量為27.0％。 2.「個人強度」、「未來組織風格」及「社交能力」復原力可以有效預測國小教務主任的「幸福感」，解釋總變異量為46.1%。 3.「個人強度」復原力、「角色衝突」壓力、「未來組織風格」復原力、 「社交能力」復原力及「行政負荷」壓力等五個變項，可以有效預測國小教務主任的「幸福感」，解釋總變異量為50.9%。 4.不同背景變項國小教務主任的復原力與工作壓力皆能預測其幸福感。其中以「未婚」國小教務主任的「未來組織風格」復原力對幸福感的預測力最高，達68.7%。 五、國小教務主任的復原力，在其工作壓力及幸福感之間，具有調節作用。 最後，依本研究所獲結論，分別對國小教務主任、教育行政主管機關及後續未來研究者提出相關建議。 / The purpose of this research is to understand the work stress, resilience and well-being of the academic directors of Taoyuan-Hsinchu-Miaoli counties elementary schools; the differences in work stress, resilience and well-being among academic directors from different background profiles; the correlations of the differences in work stress, resilience and well-being; the predictions from stress and resilience to well-being; and the effects of resilience between work stress and well-being. The samples of this research are the academic directors from Taoyuan, Hsinchu, and Miaoli counties plus Hsinchu city elementary schools. The research tools used are: “The work stress scale for academic directors of elementary school”; the Chinese version of "Adult resilience table"; and "The questionnaire of happiness for Chinese". A total of 424 questionnaires were sent out, and 356 valid samples collected. The data were analyzed by T test, One-way analysis of variance, Pearson correlation, Stepwise regression and Hierarchical regression analysis. In the end, there are five conclusions: 1.The work stress of academic directors from Taoyuan-Hsinchu-Miaoli is classified as medium low. Among all the work stress, the one due to administrative affairs is the highest. The resilience is classified as medium high, and family unity is highest among all. The well-being is classified as medium high. 2.The findings in differences in work stress, resilience and well-being among academic directors from different background profiles are: i. The overall resilience and the resilience from society resouces for females are higher than males. ii. The work stress due to professional capability is higher in the group of age 40 and under than age 46 and above. iii. The work stress due to professional capability is higher in the graduates from 4-year colleges than those with master degree. iv. The resilience from family unity is higher in married group than in singles. v. The work stress due to personal relationship is higher in goup with 16 to 20 years working experience compare to those with 21 or more years of experience；the work stress due to professional capability is higher in goup with less than 10 years working experience compare to those with 21 or more years of experience. vi. There is no significant difference in work stress, resilience, and well-being due to the size of schools. vii. There is no significant difference in work stress, resilience, and well-being due to the locations of schools. 3.The correlations of differences in work stress, resilience and well-being among academic directors from different background profiles are: i. All academic directors’ overall work stress are negatively correlated to every subscale and well-being. ii. All academic directors’ overall resilience are positively correlated to every subscale and well-being. 4.The explanation findings from this research in work stress, resilience and well-being of academic directors in elementary schools are: i. The two variables in work stress that can resolve 27.0% total variance in explaining the well-being of academic directors are: role conflict and personal relationship. ii. The three variables in resilience that can resolve 46.1% total variance in explaining the well-being of academic directors are: dictatorship, organizing style and sociability in resilience. iii. The five variables that can resolve 50.9% total variance in explaining the well-being of academic directors are: dictatorship in resilience, role conflict in work stress, organizing style in resilience, sociability in resilience and administration load in work stress. iv. The well-being can be predicted from work stress and resilience of different background profiles. The predictability is highest on single academic directors whose resilience from organizing style can resolve 68.7% total variance in explaining their well-being. 5.The resilience these academic directors possess can adjust their work stress and well-being. In the end, according to the conclusions of this research, there are suggestions made to Education Administration, the school administration and to academic directors.

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