本研究旨在探討高中職教師之幸福感與個人背景、學校環境和人際關係間之關係，分層選取臺北地區公私立高中職教師1011人進行問卷調查，並以描述統計、t檢定、單因子變異數分析、雙因子變異數分析、相關分析和多元迴歸等統計方法進行分析。主要研究結果如下： 一、臺北地區公私立高中職教師之幸福感呈中上程度，人際關係各構面與其幸福感呈顯著中度正相關。 二、女性教師在人際關係的和諧度上顯著優於男性教師。 三、年齡越長、已婚、有兩位以上子女和越資深的教師顯著具較佳之人際關係與較高之幸福感。 四、學校規模在31至50班的高中職教師，其人際關係之整體層面及信賴度構面，不如30班以下的教師；在人際關係的合作度構面上，不如30班以下和51班以上的教師。 五、私立學校教師的人際關係信賴度顯著優於公立學校教師。 六、學校類型為完全中學的高中職教師，其人際關係整體層面、信賴度與自我揭露度構面皆顯著優於純高中之教師。 七、個人背景變項、學校環境變項（規模和屬性）與人際關係，並不會交互影響高中職教師的幸福感。 八、學校類型與人際關係會交互影響高中職教師的幸福感。 九、個人背景變項、學校環境變項及人際關係對高中職教師的幸福感具37.2%之預測力，其中人際關係中的合作度對教師幸福感的預測力最強，達到31.1%。 本研究根據上述研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / The purpose of this research is to investigate the relationships between the high school teachers’ interpersonal relationship, personal backgrounds, school environments and their sense of well-being. A self-administered questionnaire was distributed to the high school teachers in Taipei via stratified sampling. The valid sample size was 1011. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, two-way ANOVA, correlation analysis and multiple regression analysis. The major results of the study are as follows. 1.The well-being of high school teachers in Taipei was above the medium level. Significant positive correlations were found between the factors of interpersonal relationship and the well-being of high school teachers. 2.Female teachers maintained much more harmonious interpersonal relationship than male teachers. 3.Teachers who are older, senior, married, and have more than two children had better interpersonal relationship as well as higher level of well-being. 4.In the overall level of interpersonal relationship and reliability factor, high school teachers teaching in medium-sized schools (of 31 to 50 classes) had poorer performance than those in small-sized schools (of 30 classes and under). In the factor of interpersonal cooperation, they also performed poorer than those in large-sized schools (of more than 50 classes). 5.Private school teachers had higher level of interpersonal reliability than public school teachers. 6.Teachers at high schools with both junior and senior level students did better than those in the typical senior high school teachers as far as the interpersonal relationship, reliability and self-disclosure factors were concerned. 7.The well-being of high school teachers was affected by neither the interaction between their interpersonal relationship and personal background, nor the interaction between their interpersonal relationship and school environment. 8.Types of school and interpersonal relationship had interactive effects on the well-being of high school teachers. 9.The well-being of high school teachers was effectively predicted, up to 37.2%, by their personal background, school environment, and interpersonal relationship. The interpersonal cooperation had the strongest predictive power (31.1%) among all these independent variables. Both academic and practical implications based on the findings and discussions had been provided for the reference of future studies.