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.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0104171012 |
| Creators | 蔡瑜庭, Tsai, Yu-Ting |
| 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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