本研究旨在探討國民中、小學教師智慧與幸福感相關情形。本研究透過閱讀文獻、分析與建立研究理論架構後，以問卷調查法進行研究調查。問卷調查樣本以台灣地區北區、中區、南區、東區之國民中、小學教師為研究對象，共抽樣1000人，樣本回收742份，回收率74.2%；完全剔除遺漏值後，可用樣本為628份，可用率62.8%。研究工具包含自編之「國民中、小學教師智慧調查問卷」、採用古婷菊所編擬之「國民中、小學教師幸福感調查問卷」。
本研究統計方法為描述性統計、Cronbach’s α信度係數、驗證性因素分析、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、典型相關分析分析等方法進行分析討論後，獲致研究發現，並據此得出以下十點結論：
一、教師智慧內涵包含了反思、先知先覺、情感調節、開放、幽默、知行合一、豐富多樣的經驗、利益平衡。
二、教師幸福感內涵包含了正向情緒、樂觀、生活滿意與工作成就。
三、男性教師自評智慧得分高於女性教師，而幸福感得分男、女性頗為一致。
四、教師教育程度是影響教師幸福感的重要因素：碩士班（包含博班）畢業之教師較師範大學（教育大學）畢業之教師自評幸福感高。
五、擔任不同職務是影響幸福感的重要因素：教師兼主任幸福感受高於其他教師。
六、教師智慧及其八個因素與幸福感及其四個因素呈現正相關，教師智慧愈高，則幸福感受愈強。。
七、教師智慧對幸福感具有中度預測力，而且以利益平衡最具有預測力。
最後，依據研究結果，提出對教育行政機關、學校、教師及後續研究之具體建議。 / The main purpose of this study is to probe into the relationship between teachers’ wisdom and psychological well-being. A survey was conducted by using the Teachers’ Wisdom and Psychological Well-being Questionnaire in this study. One thousand questionnaires were distributed to the northern, middle, eastern and southern areas of Taiwan. At last, 628 valid questionnaires were obtained and used for the analysis in this study.
The data obtained was analyzed by descriptive statistics, Cronbach’s α coefficient analysis, confirmative factor analysis, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, multiple regression and canonical correlation analysis. The major findings were as follows:
1. Components of the teachers’ wisdom include reflection, foresight, emotion-regulation, openness, humor, combination of knowledge and practice, diversified experience, and the benefits balance.
2. Components of the teachers’ psychological well-being include positive affection, optimism, life satisfaction, and the sense of work achievement.
3. Male teachers have higher scores in the survey of teachers’ wisdom than female teachers, while male teachers get almost the same scores in the survey of teachers’ psychological well-being as the female teachers do.
4. The education level is an important factor that affects teachers’ psychological well-being. In the survey of teachers’ psychological well-being, teachers with Master degrees get higher scores than those with bachelor degrees.
5. The teachers’ positions affect their psychological well-being. In the survey of teachers’ psychological well-being, teachers who are also administrative leaders in their school have higher scores than others.
6. There is positive correlation between teachers’ wisdom and psychological well-being. For teachers, the higher their wisdom is, the stronger their sense of well-being will be.
7. Teachers’ wisdom can predict psychological well-being moderately. Among dimensions of teachers’ wisdom, ‘benefits balance’ predicts it better and more precisely than other dimensions.
Based on the research results, the researcher proposes some suggestions for educational administrative agencies, schools, teachers, and further studies.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0951520181 |
| Creators | 謝佩妤, Hsieh, Pei Yu |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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