國中教師追求快樂取向、主觀幸福感與組織承諾關係之研究

A Study on the Relationship among Junior High School Teachers' Orientations to Happiness%2C Teachers' Subjective Well-being and Teachers' Organizational Commitment

本研究旨在了解國中教師追求快樂取向、主觀幸福感與組織承諾三者之現況及其關係。採問卷調查法進行研究，研究對象為台灣地區公立國中教師，共發出1094份問卷。敘述統計、積差相關、典型相關與逐步多元迴歸分析發現：（1）教師追求快樂取向、組織承諾現況達高等程度，而主觀幸福感現況僅達中等程度。（2）追求快樂取向與主觀幸福感、追求快樂取向與組織承諾，以及主觀幸福感與組織承諾之間具有顯著正相關。（3）在追求快樂取向與主觀幸福感兩個變項的層面當中，以正向情緒、追求意義、負向情緒與生活滿意度等四個層面對組織承諾最具有預測效果。本研究根據以上結論，分別針對國中教師及國中校長提出若干建議。

The present study focuses on the current situation and relationship among teachers’ orientations to happiness， teachers’ subjective well-being and teachers’ organizational commitment. It examines which subscales of teachers’ orientations to happiness and teachers’ subjective well-being can best predict teachers’ organizational commitment. The data were collected through a questionnaire returned by a sample of 1094 teachers in Taiwan public junior high schools. Descriptive statistics， Pearson correlations， canonical correlations and multiple regression analyses indicated that: （1） Teachers’ perceptions of orientations to happiness and organizational commitment reach the high level， and the perception of subjective well-being only reaches the middle level. （2） There was significantly relationship between: teacher’s orientations to happiness and teachers’ subjective well-being; teacher’s orientation and teachers’ organizational commitment; teacher’s subjective well-being and teachers’ organizational commitment. （3） Among the six subscales of orientations to happiness and subjective well-being， positive emotions， pursuit of meaning， negative emotions and life satisfaction were significant predictors of organizational commitment. Practical implications of the study are discussed in relation to teachers and principals.