本研究旨在探討高級中學行政兼職教師個人背景變項、角色壓力、社會支持與工作滿意的關係，以了解學校行政兼職教師工作滿意的情形，及其所覺知的角色壓力與社會支持，並探討其中之重要影響因素，進而提供意見協助行政人員克服困境以加強其留職之意願。 本研究以北部各縣市公立高級中等學校各處室行政兼職教師為研究對象。配合研究編製「高級中學行政兼職教師工作滿意度狀況調查表」，問卷內容分為角色壓力問卷、社會支持問卷、工作滿意問卷三部分，共寄發460份，回收427份，有效問卷為414份，回收率為92.83％。 研究方法則採取文獻分析、問卷調查並以SPSS統計軟體進行單因子變異數分析，若達顯著水準則用Scheffe法或Tukey法進行事後比較。並以多元迴歸分析高級中學行政兼職教師背景變項、角色壓力、社會支持對工作滿意感受各層面之預測力。 本研究獲致以下結論： (一)個人背景變項的不同，在角色壓力上、工作滿意上皆有顯著的差異，而在社會支持上，僅部分獲得支持。 (二)角色壓力、社會支持對工作滿意各層面有顯著性的影響。 (三)角色壓力、社會支持對工作滿意之交互作用不顯著。 (四)角色壓力各層面和整體工作滿意度呈現顯著的負相關，社會支持各層面與整體工作滿意呈現顯著的正相關。 (五)不同背景變項、角色壓力、社會支持，對工作滿意具有預測力。 依據本研究所獲致之結論對教育主管行政機關、學校之建議如下： 1.調整提高兼任行政工作教師之行政職務加給。 2.學校規模不宜太大。 3.實施教師分級制。 4.增加進修機會並鼓勵進修，以提昇行政兼職教師的專業知能。 5.校長應採高關懷、高倡導領導模式，以提高工作滿意度。 6.有計畫培養行政領導人才。 7.學校領導可採參與管理。 / The present study aims to investigate the relationships among background, role stress, social support and job satisfaction of senior high school administrative teachers. The correlations are further analyzed with a view to providing advice on overcoming difficulties and increasing willingness of participation in school administration. Questionnaire investigation is employed in this study with subjects drawn from administrative teachers serving in public senior high schools in northern Taiwan. The questionnaire consists of three parts; namely, role stress, social support and job satisfaction. 470 copies were distributed and 427 feedbacks collected. With 414 effective samples, the feedback rate is 92.83%. The data were analyzed with Frequency Distribution, F-test, t-test, One-Way ANOVA, Scheffe and Multi-regression methods. The findings are as follows: (1) Personal background influences role stress, job satisfaction, and social support. (2) Role stress and social support influence job satisfaction. (3) There is no interaction between role stress and social support. (4) The higher role stress, the lower job satisfaction; the higher social support, the higher job satisfaction. (5) Personal backgrounds, role stress, and social supports can predict job satisfaction. Based on the present study, suggestions for the educational authorities, principal, and superior in schools are: 1. Increasing the extra payments to teachers who take part in administration. 2. School size may not be too large. 3. Implementing teachers’ ranking system. 4. Providing more in-career education and encouraging teachers’ taking part to upgrade their professional skills. 5. Sincere care and full support are to be provided by principals, which increase job satisfaction significantly. 6. Cultivation administration leaders with plans. 7. Taking-part administration strategy is a feasible way for school management.